Enhancing learning and teaching in the tertiary music studio through reflection and collaboration. (8th August 2018)

• Record Type: Journal Article
• Authors: Carey, G.; Coutts, L.; Grant, C.; Harrison, S.; Dwyer, R.
• Is Part Of: Music education research. Volume 20:Number 4(2018)
• Page Start: 399
• Page End: 411
• Publication Date: 2018-08-08
• Subjects: Transformative learning -- reflective practice -- student engagement -- studio music teaching -- higher music education -- tertiary music education; Music -- Instruction and study -- Periodicals; Music -- Instruction and study -- Research -- Periodicals; Musique -- Étude et enseignement -- Périodiques; Musique -- Étude et enseignement -- Recherche -- Périodiques; 780.72
• DOI: 10.1080/14613808.2017.1409204
• Languages: English
• ISSNs: 1461-3808

Abstract

ABSTRACT: This paper reports on a multi-institutional project using reflection and collaboration to enable one-to-one music teachers to improve their professional skills and foster deep learning in music students. The benefits of reflection and collaboration in student learning and teacher development are reported on in depth within higher education. Less researched is their relevance to the one-to-one tertiary music context. This project comprised several initiatives around professional development activities for teachers and reflective exercises for students. The outcomes indicate the potential for the transformative approaches of reflection and collaboration to improve student learning outcomes in one-to-one tertiary music settings. This would appear to be dependent on two factors: students receiving support and guidance to reflect in such a way that enhances their learning outcomes; and teachers receiving support and guidance on how to foster students' reflective capabilities. One recommendation from the study is that greater professional development opportunities in these areas are made available to one-to-one music teachers.