ABSTRACT
In 1993, Schmidt and Zdzinski examined landmark studies in music education to identify areas of concentrated research activity. One of the most neglected areas in the music education research literature identified in this study was that of "Environment of Instruction," which refers to non-instructional influences that may impact instructional outcomes. Research has been conducted which has examined various factors external to instruction that may impact upon instructional outcomes in music. A number of external influences not directly associated with instruction may impact upon instructional outcomes in music education. Potential external environmental influences that may impact upon music instruction include home and family environment, school environment, and the social environment outside of the home or school. While the music teacher is an important ingredient in the process of music learning, other social influences also impact upon the effectiveness of music instruction, providing opportunities for informal learning that supports formal music study. These factors can be thought of as a "Social Environment of Instruction" (Zdzinski, 2005). The American Psychological Association (2007), as cited in Davis (2006), states the following learner-centered psychological principles related to the social environment of instruction:
Context of Learning. Learning is influenced by environmental factors, including culture, technology, and instructional practices.
Developmental Influences on Learning. As individuals develop, they encounter different opportunities and experience different constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account.
Social Influences on Learning. Learning is influenced by social interactions, interpersonal relations, and communications with others, (pp. 271-278)
