Conservatoire Students' Experiences and Perceptions of Instrument-Specific Master Classes

Autor/inn/en	Long, Marion; Creech, Andrea; Gaunt, Helena; Hallam, Susan
Titel	Conservatoire Students' Experiences and Perceptions of Instrument-Specific Master Classes
Quelle	In: Music Education Research, 16 (2014) 2, S.176-192 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2013.859659
Schlagwörter	Foreign Countries; Music; Music Education; Musicians; Apprenticeships; Questionnaires; Individualized Instruction; Classroom Environment; Expertise; Advanced Students; Musical Instruments; Self Concept; Communities of Practice; Socialization; Gender Issues; Gender Differences; College Students; Student Attitudes; Measures (Individuals); Statistical Analysis; Positive Attitudes; Negative Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Musik; Musikerziehung; Musiker; Apprenticeship; Lehre; Fragebogen; Individualisierender Unterricht; Klassenklima; Unterrichtsklima; Expert appraisal; Fortgeschrittener; Musikinstrument; Selbstkonzept; Community; Socialisation; Sozialisation; Geschlechterfrage; Geschlechterkonflikt; Collegestudent; Schülerverhalten; Messdaten; Statistische Analyse; Negative Fixierung; Großbritannien
Abstract	Historically, in the professional training of musicians, the master-apprentice model has played a central role in instilling the methods and values of the discipline, contributing to the rigorous formation of talent. Expert professional musicians advocate that certain thinking skills can be modelled through the master-apprentice model, yet its critics argue that independent learning, interaction and creativity are stifled. We studied responses to a questionnaire detailing students' experiences as performers and listeners in master classes and discovered that principal instrument and level of study usually determined the extent of performing experiences. However, approaches in arranging master classes differed between instrument departments. There were positive perceptions of instrumental master classes, but students' disclosure of negative experiences showed that females were more likely than males to find master classes to be intimidating and unfriendly. In discussing these outcomes, we consider the institution's role in helping students to negotiate social gradients of expertise and socialisation to a professional self-concept. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10