Factors Influencing Beginning & Ongoing Wind Players
by Lindsay R. Paterson

Intro. and 'Abstract'

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This academic paper started life as an undergraduate unit for my B.A. (Music) degree at Deakin University, (Burwood Campus) Melbourne, Australia, in 1998.  Dr. Robin Stevens oversaw my work and was of great assistance.

I then submitted it for publication in the "Interlude" publication, journal of the Australian Band & Orchestra Director's Association - Vol. 4 No.3 (September 1999).

Please feel free to utilise this work but remember to quote the source. I would also appreciate it if you would e-mail me to let me know you've quoted from this work, thanks!

This paper Copyright: 1998 & 2009
by Lindsay R. Paterson, Melbourne, Australia.

Abstract :

What influences the initial choice to learn a musical instrument? Anyone involved in teaching instrumental music needs to consider recruitment strategies in the attraction of new players. The dynamics of peer pressure, especially in a school situation, must be taken into account both when recruiting and in the ongoing life of the school music programme. Has gender stereotyping had a long term negative influence on the music world? What are it’s influences in a community or school music programme? Are boys and girls generally attracted to different instruments? What supports and enhances ongoing learning of an instrument? Parental involvement and the role of the music teacher as a role model/mentor are both important. Once a new player has been attracted to your programme, how long will they stay? The issue of long term retention of players is examined.

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