A degree of independence: teachers' approaches to instrumental tuition in a university college
By K. Burwell. British Journal of Music Education, 2005
97 citations recorded by the source corpus.
Undergraduate training represents a crucial stage of development for instrumentalists, including singers, as they begin to mature as independent musicians and learners. This paper asks how instrumental and vocal teachers in higher education approach this stage of student development. It focuses on the use of questions by teachers, as they cultivate the students' contribution to their own learning. The basis of the study is a research project in a UK University College, investigating the conduct of instrumental lessons through video evidence, interviews and questionnaires.
Subfields: Cognitive Neuroscience, Music, Rehabilitation
View Paper: https://www.semanticscholar.org/paper/0037c133cc66754a2d562902bf1d09f19bbf9bc2
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Citations in the corpus
- One-to-one tuition in a conservatoire: the perceptions of instrumental and vocal students (2008, background): “In recent years, there has been significant growth in research relating to instrumental, vocal and composition tuition in Higher Education (Schmidt, 1992; Persson, 1996; Gholson, 1998; Kennell, 2002; Mills, 2002, 2004, 2006; Burwell, 2003, 2005; Gaunt, 2005, 2006; Odam & Bannan, 2005; Presland, 20”
- Using video-stimulated recall as a basis for interviews: some experiences from the field (2009, background): “Recent studies by Burwell (2003, 2005) demonstrate instrumental teachers’ ability and willingness to engage in dialogue about their practice.”