Learning to Become a Professional Orchestral Musician: Going beyond Skill and Technique

Autor/inn/en	Hager, Paul; Johnsson, Mary C.
Titel	Learning to Become a Professional Orchestral Musician: Going beyond Skill and Technique
Quelle	In: Journal of Vocational Education and Training, 61 (2009) 2, S.103-118 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
Schlagwörter	Learning Theories; Musicians; Vocational Education; Professional Education; Skill Development; Music Education; Nontraditional Education; Foreign Countries; Case Studies; Peer Teaching; Mentors; Teaching Methods; Drills (Practice); Context Effect; Experiential Learning; Australia + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Musiker; Ausbildung; Berufsbildung; Berufsausbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Musikerziehung; Non-traditional education; Alternative Erziehung; Ausland; Case study; Fallstudie; Case Study; Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Australien
Abstract	Current theories of learning hold dominant assumptions about the type and scope of knowledge and skills taught in formal courses that prepare novices for professional practice at work. In performing arts educational contexts, a common emphasis continues to hone individual performance skills in order to gain technical mastery and to differentiate competitively against others. This paper analyses a case study of an alternative educational programme developed by a major orchestra, which serves to induct young players into becoming professional orchestral musicians. This analysis reveals the multiple kinds of learning that it is claimed can only be gained from context-sensitive participation in orchestral practice at work. Six distinctive features of this practice-based learning are discussed and implications drawn for how well the various main theories of workplace learning account for the types of learning identified in the case study. This paper concludes with some observations on what these findings suggest for Vocational Education and Training (VET) in general. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10