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Abstract
This study explores learners’ perspectives on the prevalent pedagogy being followed in an institutionalized setup in teaching Hindustani music; their preferences for learning (one to one, one to many, etc.) and the importance of riāz to them; the dynamics of teacher–student relationship; and the factors contributing to their creative music making. One hundred music students (from four music institutions) receiving training in Hindustani music at different academic career levels in an institutionalized setup, completed a survey on the above-mentioned themes. Students reported that teachers across all the institutions generally followed the prescribed syllabus but that some of them tried to manage the syllabus as per the students’ potential. At higher levels of training, findings indicated that teachers started giving training in their own style or in their guru’s style. During the initial years of training, according to the students, teachers emphasized imitation. Results show that over the years, students developed preferences in terms of mode of music learning and method of music practice. As they progressed through training, students became more open to teachers’ critical evaluations and comments. Despite the fact that institutions do follow a rigid curriculum for music education, which is contrary to guru–shishya tradition, it appeared that institutionalized music training is not exclusively a typical learning system.
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