Learning through Teaching: Exploring What Conservatoire Students Learn from Teaching Beginner Older Adults

Autor/inn/en	Perkins, Rosie; Aufegger, Lisa; Williamon, Aaron
Titel	Learning through Teaching: Exploring What Conservatoire Students Learn from Teaching Beginner Older Adults
Quelle	In: International Journal of Music Education, 33 (2015) 1, S.80-90 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761414531544
Schlagwörter	Aging (Individuals); Older Adults; Musicians; Music Education; Adult Education; College Students; Musical Instruments; Qualitative Research; Questionnaires; Diaries; Recall (Psychology); Interviews; Student Teacher Attitudes; Skill Development; Program Effectiveness; Foreign Countries; Well Being; Creativity; Phenomenology; Music Teachers; United Kingdom + Suchen Sie Ihr Suchwort? Aging; Altern; Älterer Erwachsener; Musiker; Musikerziehung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Collegestudent; Musikinstrument; Qualitative Forschung; Fragebogen; Diary; Tagebuch; Abberufung; Interviewing; Interviewtechnik; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Well-being; Wellness; Wohlbefinden; Kreativität; Phenomenological psychology; Phänomenologie; Psychologie; Music; Teacher; Teachers; Musiklehrer; Großbritannien
Abstract	Music is increasingly recognised as important in facilitating healthy ageing, yet little is known of what musicians themselves learn when they teach older adults. This article reports the practices of the "Rhythm for Life" project at the Royal College of Music in the UK, in which conservatoire students taught 10-week programmes of group instrumental music lessons to adult beginners aged between 46 and 90 years. In order to interrogate what four student-teachers learned from their engagement with the project, qualitative data were collected through open-ended questionnaires, diaries and video-stimulated recall interviews. Findings demonstrated that the student-teachers reformulated the ways in which they thought about and taught older adult learners, and developed skills and knowledge relevant to a wide range of educational contexts. The article concludes that models similar to "Rhythm for Life", where conservatoires facilitate opportunities for students to teach older adults, may be an effective means of establishing meaningful learning experiences for music students and older adults alike. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01