Assessment and critical feedback in the master-apprentice relationship: rethinking approaches to the learning of a music instrument
Other Publication ResearchOnline@JCUAbstract
In higher music education institutions around the world, one-to-one teaching dominates the way in which students learn a music instrument. With the expert performer-teacher as centre of the learning process or master, students as apprentices are typically subjected to intensive weekly direction and feedback, frequently culminating in performance exams assessed by expert musicians. This form of learning features a mode of assessment which is predominantly one way, that is, the transmission of expectations and value judgments from master to apprentice, even if criteria are applied and aligned to learning outcomes during performance exams. This chapter examines the one-to-one lesson as a vehicle for enabling students to develop critical assessment and feedback skills, after which it seeks to theorise the need to reconsider the knowledge transfer, assessment and critical feedback systems of the one-to-one lesson. It also proposes a new conceptual model for the learning of a music instrument at the higher education level.
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Publication Name
Assessment in Music Education: from policy to practice
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ISBN/ISSN
978-3-319-10274-0
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Issue
16
Pages Count
18
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Publisher
Springer
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Publisher Location
New York, NY, USA
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DOI
10.1007/978-3-319-10274-0_8