This action research discovers the learning preferences of middle school students enrolled in an advanced steel drum class in central Florida, specifically their attitudes toward the learner-centered approach while composing and learning music. Sixteen participants compare the traditional teacher-led formal instruction to student-led informal learning across three projects: composition, peer teaching, and student-led small group with the introduction of Modern Band instruments. Students are given creative freedom to choose their own friendship groups, instruments, and songs. Ease, enjoyment, and success rates are measured through questionnaires, video recording, field notes, and interviews. Student preferences toward teacher-directed and peer-directed learning change throughout the study, from student-led learning to teacher-led instruction as the tasks become more difficult. In addition, preferred learning techniques of the steel drum are found to be reading notation, listening to the music, and demonstrating how to play the instrument through kinesthetic means. Music teachers can successfully implement a more learner-centered classroom by planning lessons that are in line with student ability and background knowledge, while incrementally increasing challenges.

中文翻译：

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钢鼓教室中的学习方法偏好：通过中学环境中的作文、同伴教学和学生主导的现代乐队项目探索以学习者为中心的教学法

这项行动研究发现了在佛罗里达州中部参加高级钢鼓班的中学生的学习偏好，特别是他们在作曲和学习音乐时对以学习者为中心的方法的态度。十六名参与者在三个项目中比较了传统的教师主导的正式教学与学生主导的非正式学习：作曲、同伴教学和学生主导的小组，并引入了现代乐队乐器。学生可以自由选择自己的友谊团体、乐器和歌曲。轻松、享受和成功率是通过问卷、视频记录、现场笔记和访谈来衡量的。在整个研究过程中，学生对教师指导和同伴指导学习的偏好发生了变化，随着任务变得更加困难，从学生主导的学习到教师主导的教学。此外，人们发现钢鼓的首选学习技巧是阅读符号、听音乐以及通过动觉方式演示如何演奏乐器。音乐教师可以通过规划符合学生能力和背景知识的课程，同时逐步增加挑战，成功地实现更加以学习者为中心的课堂。