Analysis of interaction and learning in instrumental teaching

Abstract

The object of the study was to describe and analyse instrumental teaching and learning, and increase our knowledge about how different patterns of interaction affect students' opportunities to learn. Data consisted of 5 hours of videotaped and transcribed guitar and brass teaching sessions. In order to elucidate the complex phenomenon of instrumental teaching, the study combines compatible theories for application on different theoretical levels of the empirical study. The results of the analysis show that teachers did not play much during the lessons. Teachers and students addressed music as sight-reading exercises. Music was broken down into separate notes or chords as read from the sheet. Interaction during the lessons had a strong asymmetric distribution of power. The asymmetric interaction had negative consequences for the students' opportunities to learn. The actions of the teachers and student were not primarily interpreted as results of individual choices, but as routine actions, evolved throughout the history of the institution.

Teaching strategies and gender in higher education instrumental studios

“…Sienbenaler (1997) confirmed that in piano lessons teacher modelling was an important part of the most effective lessons, and Barry and Hallam (2002) also emphasised the need for teacher demonstrations to act as appropriate models for student learning. Conversely, a study by Rostvall and West (2003) reported that lack of teacher demonstration had a negative effect on student learning.…”

Instrumental teachers’ instructional strategies for facilitating children’s learning of expressive music performance: An exploratory study

“…Some studies indicate that expressivity is not taught systematically and that instruction in music lessons tends to focus on technique and reading from notation (Karlsson & Juslin, 2008;Rostvall & West, 2003;see Hallam, 2010). As expression is an essential element of music performance, it is important to develop our understanding of teaching and learning expressivity (see Laukka, 2004;Williamon, 2014;Woody, 2000), and this exploratory study could provide information for future research.…”

“…If the focus of instrumental lessons is on reading and technical skills (see Hallam, 2010;Karlsson & Juslin, 2008;Rostvall & West, 2003) then children might not consider issues of interpretation and expressiveness. It could be that young musicians perceive playing from notation as a reading and/or technical exercise: something they have to decode and play using technical tools.…”

Exploring music instrument teaching and learning environments: video analysis as a means of elucidating process and learning outcomes

“…complexities of a culture which tends not to follow standardised models of practice (Zhukov, 1999;Swanwick, 1996;Kennell, 2002); . perception that the success is often attributed to student aptitude rather than teaching and learning factors (Harris & Crozier, 2000;Rostvall & West, 2003); and/or the . relative isolation of those working within this environment (Jorgensen, 1986;Brand, 1992;Swanwick, 1996;Gaunt, 2004).…”

“…Recent studies have investigated such critical areas as teaching effectiveness (Abeles, 1975); scaffolding theories and related teacher strategies (Kennell, 1992(Kennell, , 1997; personality influences (Schmidt, 1989); the use of time (Kostka, 1984); and teacher/student behaviour and/ or interaction (Gipson, 1978;Siebenaler, 1997;Rostvall & West, 2003). In addition, numerous authors have engaged in comparisons of development in one-to-one and beginner group instruction methods, including Hutcherson (1955), Manley (1967), Waa (1965), Duckworth and Lund (1975), Suchor (1977), Jackson (1980) and Robison (1999).…”