"Mistakes Are Just Information": A Case Study of a Highly Successful Violin Pedagogue

Autor/in	Blackwell, Jennifer
Titel	"Mistakes Are Just Information": A Case Study of a Highly Successful Violin Pedagogue
Quelle	In: International Journal of Music Education, 40 (2022) 1, S.78-89 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blackwell, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/02557614211025770
Schlagwörter	Music Education; Musical Instruments; Teaching Methods; Feedback (Response); Interpersonal Relationship; Lesson Plans; Teacher Characteristics; Spiral Curriculum; College Faculty; College Students; Drills (Practice); Music Teachers; Case Studies; Metacognition; Educational Environment + Suchen Sie Ihr Suchwort? Musikerziehung; Musikinstrument; Teaching method; Lehrmethode; Unterrichtsmethode; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lesson planning; Unterrichtsplanung; Spiralcurriculum; Fakultät; Collegestudent; Music; Teacher; Teachers; Musiklehrer; Case study; Fallstudie; Case Study; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This study examined the instructional context, pedagogical techniques, interpersonal dynamics, and personal characteristics of a teacher and her collegiate students in a renowned private violin studio. Through lesson observations, interviews, and analysis of artifacts, the following themes emerged: (1) a nurturing, non-judgmental environment, characterized by "neutral" teacher feedback; (2) clearly defined learning expectations, lesson structure, and work habits that are mutually understood by student and teacher; (3) a clear emphasis on learning to practice effectively in the student's own time, including "practicing practicing" within the lesson; and (4) explicit instruction on how to teach others. Analysis of the data suggests that this studio might be best understood through Bruner's conception of a spiral curriculum, as the structure and content of all student lessons were virtually the same regardless of student level, but the complexity of the tasks increases greatly as students progress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01