![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Studio-based learning in higher education music is held generally to be of central importance and highly effective. Although there are indirect reports of studio apprenticeships that have not proved effective, direct evidence that might support the deliberate investigation of “dissonant” studio practices remains rare. This article takes advantage of an opportunity presented within a broader project to explore the nested case study of a student who, exceptionally, reports that his teacher’s approach is not appropriate for him at his current stage of development. The implied dissonance within the studio is explored through the “rich transcription” of video evidence supported by questionnaire and interview data, highlighting issues of communication and flexibility. If the student’s private dissatisfaction can be considered in terms of dissonance within the studio, what might a dissonant studio lesson look like, and how might the dissonance present itself in the activity of teaching and learning?
References
Section:
|
Association of European Conservatoires, Polifonia Profession Working Group . (2007). The conservatoire and the profession. Retrieved from http://www.polifonia-tn.org Google Scholar | |
|
Burland, K., Davidson, J. W. (2002). Training the talented. Music Education Research, 4(1), 121–140. Google Scholar | Crossref | |
|
Burwell, K. (2005). A degree of independence: Teachers’ approaches to instrumental tuition in a university college. British Journal of Music Education, 22(3), 199–215. Google Scholar | Crossref | |
|
Burwell, K. (2006). On musicians and singers: An investigation of different approaches taken by vocal and instrumental teachers in higher education. Music Education Research, 8(3), 331–347. Google Scholar | Crossref | |
|
Burwell, K. (2010). Rich transcription: Exploring lesson interactions in higher education music. Scientia Paedagogica Experimentalis, 47(2), 305–331. Google Scholar | |
|
Burwell, K. (2012). Studio-based instrumental learning. Farnham: Ashgate. Google Scholar | |
|
Burwell, K. (in press). She did miracles for me: An investigation of dissonant studio practices in higher education music. Psychology of Music. Google Scholar | ISI | |
|
Burwell, K., Shipton, M. (2011). Performance studies in practice: An investigation of students’ approaches to practice in a university music department. Music Education Research, 13(3), 255–271. Google Scholar | Crossref | ISI | |
|
Burwell, K., Young, V., Pickup, D. (2004). The dynamics of the instrumental tutorial. In Hunter, D. (Ed.), How am I doing? Valuing and rewarding learning in musical performance in Higher Education (pp. 22–33). Ulster: University of Ulster. Google Scholar | |
|
Carey, G. M., Bridgstock, R., Taylor, P., McWilliam, E., Grant, C. (2013). Characterising one-to-one conservatoire teaching: Some implications of a quantitative analysis. Music Education Research, 15(3), 357–368. Google Scholar | Crossref | ISI | |
|
Duke, R. A., Henniger, J. C. (1998). Effects of verbal corrections on student attitude and performance. Journal of Research in Music Education, 46(4), 482–495. Google Scholar | SAGE Journals | ISI | |
|
Duke, R. A., Henniger, J. C. (2002). Teachers’ verbal corrections and observers’ perceptions of teaching and learning. Journal of Research in Music Education, 50(1), 75–87. Google Scholar | SAGE Journals | ISI | |
|
Gaunt, H. (2008). One-to-one tuition in a conservatoire: The perceptions of instrumental and vocal teachers. Psychology of Music, 36(2), 215–245. Google Scholar | SAGE Journals | ISI | |
|
Gaunt, H. (2010). One-to-one tuition in a conservatoire: The perceptions of instrumental and vocal students. Psychology of Music, 38(2), 178–208. Google Scholar | SAGE Journals | ISI | |
|
Gaunt, H. (2011). Understanding the one-to-one relationship in instrumental/vocal tuition in higher education: Comparing student and teacher perceptions. British Journal of Music Education, 28(2), 159–179. Google Scholar | Crossref | ISI | |
|
Hanken, I. M. (2011). Student evaluation of teaching from the actors’ perspective. Quality in Higher Education, 17(2), 245–256. Google Scholar | Crossref | |
|
Hays, T., Minichiello, V., Wright, P. (2000). Mentorship: The meaning of the relationship for musicians. Research Studies in Music Education, 15(3), 3–14. Google Scholar | SAGE Journals | |
|
Howard, V. A. (1982). Artistry: The work of artists. Indianapolis: Hackett. Google Scholar | |
|
Howard, V. A. (1992). Learning by all means: Lessons from the arts: A Study in the philosophy of education. New York: Peter Lang. Google Scholar | |
|
Jørgensen, H. (2000). Student learning in higher instrumental education: Who is responsible? British Journal of Music Education, 17(1), 67–77. Google Scholar | Crossref | |
|
Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2nd ed.). Thousand Oaks, CA, London, New Delhi: Sage. Google Scholar | |
|
Music Council of Australia . (2011). Higher education base funding review: Submission to the Department of Education, Employment and Workplace Relations. Retrieved from http://www.mca.org.au/advocacy/2011-papers/16319-higher-education-base-funding-review Google Scholar | |
|
Nerland, M., Hanken, I. M. (2002). Academies of music as arenas for education: Some reflections on the institutional construction of teacher–student relationships. In Hanken, I. M., Nielsen, S G., Nerland, M. (Eds.), Research in and for higher music education, (pp. 167–186). Oslo: Norges musikkhøgskole. Google Scholar | |
|
Nerland, M., Hanken, I. M. (2004, June 17–19). Apprenticeship in late modernity: Trust as a critical but challenged dimension in teacher–student relationships. Paper presented to the conference Professionalism, Trust and Competence, Oslo University College, Centre for the Study of Professions. Google Scholar | |
|
Presland, C. (2005). Conservatoire student and instrumental professor: The student perspective on a complex relationship. British Journal of Music Education, 22(3), 237–248. Google Scholar | Crossref | |
|
Purser, D. (2005). Performers as teachers: Exploring the teaching approaches of instrumental teachers in conservatoires. British Journal of Music Education, 22(3), 287–298. Google Scholar | Crossref | |
|
Stake, R. E. (2005). Qualitative case studies. In Denzin, N. K., Lincoln, Y. S. (Eds.), The Sage handbook of qualitative research (3rd ed.) (pp. 443–466). Thousand Oaks, CA, London, New Delhi: Sage. Google Scholar | |
|
Yin, R. K. (1998). The abridged version of case study research: Design and method. In Bickman, L., Rog, D. J. (Eds.), Handbook of applied social research methods (pp. 229–259). Thousand Oaks, CA, London, New Delhi: Sage. Google Scholar | |
|
Young, V., Burwell, K., Pickup, D. (2003). Areas of study and teaching strategies in instrumental teaching: A case study research project. Music Education Research, 5(2), 139–155. Google Scholar | Crossref |
