An investigation of music instrument learning environments: advanced student experiences and perceptions

Conference Publication ResearchOnline@JCU

Daniel, Ryan

Abstract

By the time a student has reached an advanced level on a music instrument, it is typically the case that they will have had a range of experiences of the music lesson over a number of years, be this in the one to one, master class or group lesson formats. Given the lesson plays such a significant role in the shaping of each student's success or otherwise at performance on an instrument, these experiences are arguably as critical as the student's own practice and study. Therefore, the music lesson continues to attract attention, be this in terms of systematic research (e.g. Rostvall and West 2003, Daniel 2004, 2008), advice and direction for the teacher (e.g. Colwell and Goolsby 2002, Baker-Jordan 2003) or most recently in terms of the establishment of a code of ethics for what is often referred to as "studio music teaching" (Australian Society for Music Education 2008). At the same time, and despite the various anecdotal claims supporting the superiority of one to one teaching, the educational evidence to support the preference for this format over others is yet to be presented. In order to explore this issue further, this paper investigates the experiences and perceptions of a sample of advanced music students chosen to attend an intensive Winterschool as part of an international music festival in regional Australia. The findings identify a number of issues of relevance to not only the higher education sector, but to all teachers engaged in the provision of music instrument lessons.

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Innovation and Tradition: Music Education Research

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978-0-9803116-5-5

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Monash University, Melbourne, VIC, Australia

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Australian and New Zealand Association for Research in Music Education

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Melbourne

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