Defined as the ability to engage in music activities on one’s own, musical independence is a frequent goal of music education. This yearlong study investigated musical independence within concert bands through interviews and observations of participants of secondary programs that included musical independence as a primary objective. Constructivist grounded theory analyses of the participants’ experiences led to a model of musical independence that included three interrelated outcomes: student agency, critical decision making, and lifewide/lifelong musicianship. These outcomes were the result of specific instructional practices that utilized cognitive modeling, scaffolded instruction, and authentic, regular, student-led music-making in curricular ensembles to promote student agency and decision making. These instructional practices relied upon preconditions for independence, including musical, social, and 21st-century skills foundations frequently found in large-ensemble classrooms. This study provides a model that can be situated within current large-ensemble practices to support the development of musical independence.

中文翻译：

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音乐会乐队音乐独立性的扎根理论

音乐独立性被定义为独立从事音乐活动的能力，是音乐教育的一个常见目标。这项为期一年的研究通过对以音乐独立性为主要目标的中学课程参与者的采访和观察，调查了音乐会乐队内的音乐独立性。对参与者经历的建构主义扎根理论分析导致了音乐独立性模型，其中包括三个相互关联的结果：学生能动性、批判性决策和终身/终身音乐。这些成果是特定教学实践的结果，这些实践在课程合奏中利用认知模型、支架式教学和真实的、定期的、学生主导的音乐制作来促进学生的能动性和决策制定。这些教学实践依赖于独立的先决条件，包括在大型合奏教室中常见的音乐、社交和 21 世纪技能基础。这项研究提供了一个模型，可以在当前的大型合奏实践中定位，以支持音乐独立性的发展。