Crossing boundaries: Sharing concepts of music teaching from classroom to studio

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Show simple item record McPhail, Graham en 2017-12-01T03:22:47Z en 2010 en
dc.identifier.citation Music Education Research, 12(1):33-45, 2010 en
dc.identifier.issn 1461-3808 en
dc.identifier.uri en
dc.description.abstract This study demonstrates how action research can provide a means for teachers to undertake research for themselves to inform and enhance their work. The focus of the research was the self-critique of pedagogical practice in one-to-one classical instrumental music teaching within the context of the author’s private studio. A series of lessons were videotaped and analysed, and each week goals were set for the improvement of practice in relation to theoretical propositions derived from both one-to-one teaching and general pedagogical literature. The author is an experienced classroom teacher as well as a violin teacher so is well placed to explore potential links between these teaching contexts. The development of a model of teaching modes, greater awareness of feedback quality and type and the challenge of monitoring change in action emerged as the key themes. Student engagement increased and teaching was enriched by perspectives and practices from wider educational theory and practice. en
dc.language English en
dc.publisher Taylor & Francis en
dc.relation.ispartofseries Music Education Research en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from en
dc.rights.uri en
dc.title Crossing boundaries: Sharing concepts of music teaching from classroom to studio en
dc.type Journal Article en
dc.identifier.doi 10.1080/14613800903568296 en
pubs.issue 1 en
pubs.begin-page 33 en
pubs.volume 12 en
dc.rights.holder Copyright: Taylor & Francis en en
pubs.end-page 45 en
pubs.publication-status Published en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 408277 en Education and Social Work en Curriculum and Pedagogy en
dc.identifier.eissn 1469-9893 en
pubs.record-created-at-source-date 2013-11-07 en

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