![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
The article is based on a phenomenological way of thinking about knowledge and learning and will treat the concepts of response and critical friends as ways of sharing experience in higher music education. The problem area I want to illuminate is how teachers, who educate musicians, can use and facilitate development of their students’ skills and abilities, when it comes to encouraging each other toward educational goals. The structure of the article is divided into three themes: the first theme concerns the one-to-one teaching tradition of higher music education; the second one will communicate a definition of what critical friendship is, together with some examples of how critical friendship has been used in musician education; and the third part will focus on the changing role of the teacher as well as suggest some implications for best collaborative and response-based practices.
References
Section:
|
Allsup, R. E. (2003). Mutual learning and democratic action in instrumental music education. Journal of Research in Music Education, 51, 24–37. Google Scholar | SAGE Journals | ISI | |
|
Appleby, J. (1998). Becoming critical friends: Reflections of an NSRF coach. Providence, RI: Annenberg Institute for School Reform at Brown University. Google Scholar | |
|
Brink, L. (2011). Improvisation as a collective creative process. Concepts of participation. Copenhagen, Denmark: Rythmic Conservatoire. Google Scholar | |
|
Colwell, R. (2005, Fall). Can we be friends? Bulletin of the Council for Research in Music Education, 16(6), 75–91. Google Scholar | |
|
Costa, A., Kallick, B. (1993). Through the lens of a critical friend. Educational Leadership, 51(2), 49–51. Google Scholar | ISI | |
|
Costantino, T. (2010). The critical friends group: A strategy for developing intellectual community in doctoral education. Inquiry in Education, 1(2), 1–12. Google Scholar | |
|
Davidsson, J. W., Good, J. M. M. (2002). Social and musical co-ordination between members of a string quartet: An exploratory study. Psychology of Music, 30, 186–201. doi:10.1177/0305735602302005 Google Scholar | SAGE Journals | |
|
Dyndahl, P., Graabæk Nielsen, S. (2011). Musikkpedagogikk og autensitet [Music education and authenticity]. In Lindgren, I. M., Frisk, A., Henningsson, I., Öberg, J. (Eds.), Musik och kunskapsbildning. En festskrift till Bengt Olsson [Music and knowledge. A Festschrift to Bengt Olsson] (pp. 47–53). Göteborg, Sweden: Universitetat Gothenburgis. Google Scholar | |
|
Dysthe, O. (2003). Dialog, samspel och lärande [Dialogue, interaction and learning]. Lund, Sweden: Studentlitteratur. Google Scholar | |
|
Dysthe, O., Samara, A. (Eds.). (2006). Forskningsveiledning på masters och doktorgradsnivå [Research supervising at PhD and masters level]. Oslo, Norway: Abstract forlag. Google Scholar | |
|
Ferm, C. (2006). Peer assessment in higher education—Teachers’ perceptions of student involvement: From an aesthetic perspective. Paper presented at ECTS and Assessment in Higher Education, Conference Proceedings, EM No. 57 (pp. 49–58). Google Scholar | |
|
Ferm, C. (2007). Respons som redskap i högre utbildning [Response as tool in higher education] (Report 2007:4). Stockholm, Sweden: UPC. Google Scholar | |
|
Ferm Thorgersen, C. (2008). Aesthetic communication in higher composing education. Dimensions of Awareness. Nordic Research in Music Education, 10, 167–184. Google Scholar | |
|
Ferm Thorgersen, C. (2009). Ömsesidig nyfikenhet och respekt—Fenomenologisk didaktik som utgångspunkt för musikundervisning i grundskolans lägre åldrar [Mutual curiosity and respect—Phenomenological didaktik as a starting point for music education in early ages]. Nordic Research in Music Education, 11, 167–184. Google Scholar | |
|
Ferm Thorgersen, C., Georgii-Hemming, E. (2011). Social networking and democratic practices as spheres for innovative musical learning. In Benedict, C., Scmidt, P. (Eds.), NSSE yearbook: The place of music in the 21st century: A global view (Vol. 111, pp. 160–176). New York, NY: University of Colorado Press. Google Scholar | |
|
Ferm Thorgersen, C., Handsworth, P. (2004, July). Critical friends in instrumental practice—As improvement for learning. Full paper presentation, ISME, Tenerife, Spain. Google Scholar | |
|
Ferm Thorgersen, C., Wennergren, A. (2010). How to challenge seminar traditions in an academic community. In Ferm Thorgersen, C., Karlsen, S. (Eds.), Music, education and innovation [Festschrift for Sture Brändström] (pp. 155–164). Luleå, Sweden: Luleå University of Technology. ISBN: 978-91-7439-127-5 Google Scholar | |
|
Francis, D. (1995). The reflective journal: A window to perceive teachers’ practical knowledge. Teaching & Teacher Education, 11, 229–241. Google Scholar | Crossref | ISI | |
|
Gibbs, P., Angelides, P. (2008). Understanding friendship between critical friends. Improving Schools, 11, 213–225. doi:10.1177/1365480208097002 Google Scholar | SAGE Journals | |
|
Gullberg, A. K. (2010). Boom-town music education. An introduction. In Ferm Thorgersen, C., Karlsen, S. (Eds.), Music, education and innovation: Festschrift for Sture Brändström (pp. 123–144). Luleå, Sweden: Luleå University of Technology. Google Scholar | |
|
Handal, G. (1999, Autumn). Consultation using critical friends. New Directions for Teaching and Learning, 79, 59–70. Google Scholar | Crossref | |
|
Hanken, I. M. (2008). Teaching and learning music performance: The master class. Finnish Journal of Music Education, 11(1–2), 26–36. Google Scholar | |
|
Heller, H. (1988). The advisory service and consultancy. In Gray, H. (Ed.), Management consultancy in schools. London, England: Cassell. Google Scholar | |
|
Holgersson, P.-H. (2011). Musikalisk kunskapsutveckling i högre musikutbildning. En kulturpsykologisk studie av musikerstudenters förhållningssätt i enskild instrumentalundervisning [Musical knowledge in higher music education. A cultural psychological study of musician student attitudes in individual instrumental tuition]. Stockholm, Sweden: KMH Förlaget. Google Scholar | |
|
Hornsburgh, M. (1999). Quality monitoring in higher education: The impact on student learning. Quality in Higher Education, 5(1), 9–25. doi:10.1080/1353832990050102 Google Scholar | Crossref | |
|
Husserl, E. (1970). Ideas: General introduction to pure phenomenology. London, England: Gerge Allen & Unwin. (Original work published 1913) Google Scholar | |
|
Jackson, A. (1980). The effect of group size on individual achievement in beginning piano classes. Journal of Research in Music Education, 28, 162–166. Google Scholar | SAGE Journals | ISI | |
|
Jørgensen, H. (2010). Research into higher music education. An overview from a quality improvement perspective. Oslo, Norway: Novus Press. Google Scholar | |
|
Kantanis, T. (2000). The role of social transition in students’ adjustment to the first-year of university. Journal of Institutional Research, 9, 100–110. Google Scholar | |
|
Karlsen, S. (2010). BoomTown Music Education and the need for authenticity—Informal learning put into practice in Swedish post-compulsory music education. British Journal of Music Education, 27(1), 35–46. Google Scholar | Crossref | ISI | |
|
Kroksmark, T. (1989). Didaktiska strövtåg. Didaktiska idéer från Comenius till fenomenografisk didaktik [Didactic rambling. Didactic ideas from Comenius to phenomenographical didactics]. Göteborg, Sweden: Daidalos. Google Scholar | |
|
Kroksmark, T. (2007). Funktionalistisk handledning i grupp på postmodern fenomenologisk grund [Functionalized athletic supervision in groups of postmodern phenomenological basis]. In Kroksmark, T., Åberg, K. (Eds.), (pp. 291-315) Handledning i pedagogiskt arbete [Supervision in early childhood education]. Lund, Sweden: Studentlitteratur. Google Scholar | |
|
Lebler, D. (2008). Popular music pedagogy: Peer-learning in practice. Music Education Research, 10, 193–213. Google Scholar | |
|
McCarthy, C., Bligh, J., Jennings, K., Tagney, B. (2005). Virtual collaborative learning environments for music: Networked drumsteps. Computers & Education, 44, 173–195. Google Scholar | Crossref | ISI | |
|
Merleau-Ponty, Maurice , Phenomenology of Perception (London: Routledge, 1962). Google Scholar | |
|
Meyer-Drawe, K. (1986). Kaleidoscope of experiences: The capability to be surprised by children. Phenomenology & Pedagogy, 4(3), 48–55. Google Scholar | |
|
Nieto, S. (2000). Placing equity front and center: Thoughts on transforming teacher education for a new century. Journal of Teacher Education, 51, 180–187. doi:10.1177/0022487100051003004 Google Scholar | SAGE Journals | ISI | |
|
Rikandi, I. (2009). Applying critical pedagogy into keyboard accompaniment/improvisation. Studies in music teacher education. Paper presented at the NNMPF Conference, Örebro, Sweden. Google Scholar | |
|
Sellars, N. W. (1990). Towards a model for the professional development of the teacher (Occasional Paper No. 901). Townsville, Australia: Centre for the Study of Teaching and Teacher Development, James Cook University of North Queensland. Google Scholar | |
|
Simons, H. (1987). Getting to know schools in a democracy: The politics and process of evaluation. London, England: Falmer Press. Google Scholar | |
|
Smilde, R. (2009). Musicians as lifelong learners. Discovery through biography. Delft, Netherlands: Eburon Academic. Google Scholar | |
|
Swafield, S. (2004). Critical friends: Supporting leadership, improving learning. Improving Schools, 7, 267–278. Google Scholar | SAGE Journals | |
|
Towndrow, P. A. (2007). Critical friendship as a pivot in teaching interventions. Paper presented at the proceedings of the Redesigning Pedagogy: Culture, Knowledge and Understanding Conference, Singapore. Retrieved from http://hdl.handle.net/10497/223 Google Scholar | |
|
Väkevä, L. (2007). Art education, the art of education and the art of life. Considering the implications of Dewey’s later philosophy to art and music education. Action Criticism, and Theory for Music Education, 6(1). Google Scholar | |
|
Walker, G. E., Golde, C. M., Jones, L., Conklin Bueschel, A., Hutchings, P. (2008). The formation of scholars: Rethinking doctoral education for the twenty-first century. San Francisco, CA: Jossey-Bass. Google Scholar | |
|
Wennergren, A.-C. (2007). Textseminarier baserade på skriftlig respons [Text seminars based on written feedback]. In Matre, S., Løkensgard Hoel, T. (Eds.), Skrive i nåtid og fremtid II [Writing in Nåtid and Future II] (pp. 117–129). Trondheim, Norway: Tapir Akademisk Forlag. Google Scholar |
