Developing Student Autonomy in the One-to-One Music Lesson

Autor/in	McPhail, Graham J.
Titel	Developing Student Autonomy in the One-to-One Music Lesson
Quelle	In: International Journal of Music Education, 31 (2013) 2, S.160-172 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761413486407
Schlagwörter	Personal Autonomy; Music Education; Teaching Methods; Musical Instruments; Educational Environment; Music Teachers; Informal Education; Knowledge Level; Constructivism (Learning); Teacher Attitudes; Action Research; Faculty Development; Foreign Countries; Reflective Teaching; Classification; New Zealand + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Musikerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Musikinstrument; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Music; Teacher; Teachers; Musiklehrer; Informelle Bildung; Nichtformale Bildung; Wissensbasis; Lehrerverhalten; Projektforschung; Ausland; Classification system; Klassifikation; Klassifikationssystem; Neuseeland
Abstract	As a practitioner in both the classroom and in the instrumental studio, I am interested in how one educational context might inform the other. Within an action research paradigm, I gave a violin lesson in front of colleagues as a means to gain feedback and to open up discussion on the concept of student autonomy within the one-to-one lesson. The enquiry was informed by recent literature within the music education field that calls for a new emphasis on informal learning principles and pedagogy for engaging students. I consider some of the key concepts of informal music learning from the influential "Musical Futures" classroom project as a means to reflect on the potential for developing student autonomy within the instrumental teaching context. Forms of knowledge and the distinction between knowledge content (the curriculum or "the what" of teaching) and the pedagogy ("the how") are identified as significant conceptual distinctions for theorizing and realizing teachers' work in the one-to-one context. I suggest that while traditional instrumental teaching models can be enhanced by informal and constructivist approaches to pedagogy, there are limits to the application of these principles because of the nature of the knowledge required in this learning context. (Contains 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10