Empowering Piano Students of Western Classical Music: Challenging Teaching and Learning of Musical Interpretation in Higher Education

Autor/in	Holmgren, Carl
Titel	Empowering Piano Students of Western Classical Music: Challenging Teaching and Learning of Musical Interpretation in Higher Education
Quelle	In: Music Education Research, 24 (2022) 5, S.574-587 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holmgren, Carl)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2022.2101632
Schlagwörter	Music Education; Musical Instruments; Teaching Methods; Classical Music; Western Civilization; Participatory Research; Action Research; Undergraduate Students; Independent Study; Hermeneutics; Student Attitudes; Personal Narratives; Cooperative Learning; Ethics; Dialogs (Language); Foreign Countries; Teacher Student Relationship; Educational Change; Authoritarianism; Sweden + Suchen Sie Ihr Suchwort? Musikerziehung; Musikinstrument; Teaching method; Lehrmethode; Unterrichtsmethode; Forschungstätigkeit; Projektforschung; Selbststudium; Hermeneutik; Schülerverhalten; Erlebniserzählung; Kooperatives Lernen; Ethik; Dialog; Dialogs; Dialogue; Dialogues; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsreform; Autoritarismus; Schweden
Abstract	This study aimed to empower piano students and explore their understandings of how teaching and learning of musical interpretation of Western classical music could be developed to foster autonomy and a personal, authentic artistic voice. Two research questions were formulated: How have students experienced teaching and learning of musical interpretation? How do students envision a meaningful organisation of such teaching and learning? The empirical material, created during a participatory action research project with 4 piano students within an artistic bachelor programme, was hermeneutically analysed, and narratives were created and twice negotiated with the students. Their education was described as backwards-looking and not preparing for autonomous learning and musicianship. In contrast, a meaningful organisation was envisioned as collaborative, dialogical, characterised by openness, humility, honesty, and mutual understanding, where musical interpretation is viewed as a complex, ongoing, open-ended process, allowing for multiple, incompatible views, breaking from the master--apprentice model and the current restrictive ideology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01