Crossing boundaries: sharing concepts of music teaching from classroom to studio

Abstract

This study demonstrates how action research can provide a means for teachers to undertake research for themselves to inform and enhance their work. The focus of the research was the self-critique of pedagogical practice in one-to-one classical instrumental music teaching within the context of the author's private studio. A series of lessons were videotaped and analysed, and each week goals were set for the improvement of practice in relation to theoretical propositions derived from both one-to-one teaching and general pedagogical literature. The author is an experienced classroom teacher as well as a violin teacher so is well placed to explore potential links between these teaching contexts. The development of a model of teaching modes, greater awareness of feedback quality and type and the challenge of monitoring change in action emerged as the key themes. Student engagement increased and teaching was enriched by perspectives and practices from wider educational theory and practice.

Self-regulation of teenaged pianists during at-home practice

“…Educators have been arguing that teachers must train students to become more autonomous, to self-regulate and teach themselves to learn music outside of the lesson or ensemble rehearsal (Jørgensen, 2000(Jørgensen, , 2004Leon-Guerrero, 2008;Hallam, 2001;McPhail, 2010McPhail, , 2013Varela, Abrami, & Upitis, 2016). While teachers report teaching students how to practice (Barry & McArthur, 1994), evidence from studies of pre-college band and string students indicates that many are using few if any strategies during their practice outside of lessons.…”

Learner autonomy in music performance practices

“…Green (2006) argued that informal practice of popular music could offer school students a level of autonomy from their teachers, which would increase their capacity to continue their learning independently and subsequently encourage further participation in both formal and informal music-making within and beyond the classroom. McPhail (2010) argued that instrumental teachers should consider ways to increase students' autonomy as a means of enhancing a broader educational purpose for one-to-one instrumental lessons. He also applied Green's (2002Green's ( , 2008 concepts from informal music learning to one-toone lessons to enhance student ownership by developing more autonomous approaches to learning (McPhail, 2013).…”

Learners’ perspectives on music training in institutions of North India

“…The need has been felt to shift from teacher-dominated transmission of knowledge to constructivism—an approach to teaching where teachers and students “construct” and contextualize learning together (Golding, 2011). It has been argued that teachers need to consider ways to increase student ownership by being aware of different pedagogical models practiced around the world (McPhail, 2010).…”