The Socio-Cultural and Learning Experiences of Music Students in a British University

Autor/in	Dibben, Nicola
Titel	The Socio-Cultural and Learning Experiences of Music Students in a British University
Quelle	In: British Journal of Music Education, 23 (2006) 1, S.91-116 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-0517
DOI	10.1017/S0265051705006765
Schlagwörter	Foreign Countries; Music Education; Middle Class; Social Class; Socioeconomic Background; Higher Education; Student Attitudes; Surveys; Interviews; Teacher Student Relationship; Music Activities; College Students; Learning Experience; Self Concept; Musicians; Case Studies; Extracurricular Activities; Correlation; Student Employment; Academic Achievement; Teaching Methods; Learning Processes; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Musikerziehung; Mittelschicht; Social classes; Soziale Klasse; Sozioökonomische Lage; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Musikalische Aktion; Collegestudent; Lernerfahrung; Selbstkonzept; Musiker; Case study; Fallstudie; Case Study; Außerunterrichtliche Aktivität; Korrelation; Studentenarbeit; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Großbritannien
Abstract	Research into student experience in Higher Education has largely focused on students' role as learners. However, the student experience encompasses a much wider range of behaviours and beliefs than can be captured through a focus on teaching and learning alone. I report the findings of a research project which explored student experience in the music department of a British red-brick university. Music presents a particularly interesting case study given the presence of extra-curricular musical activities, the opportunity for social interaction between staff and students outside the formal context of the lecture or seminar room, and perceptions of Western art music as a form of "middle-class" culture. Analysis of survey and interview data reveals the centrality of musical performance activities, and in particular the development of a performer identity, to students' experience of belonging and achievement. The influence of students' socio-economic background is also considered: social class was largely invisible to respondents within the departmental context, possibly because it is an invisible norm, within larger contemporary discourses in which social class is equated with financial difference rather than cultural difference. However, the research revealed an association between socio-economic background, term-time employment and academic achievement. The implications of these findings for teaching and learning in music in Higher Education are considered. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01