Student-centred strategies for higher music education: using peer-to-peer critique and practice as research methodologies to train conservatoire musicians. Issue 1 (6th March 2023)

• Record Type: Journal Article
• Authors: Thompson-Bell, Jacob
• Is Part Of: British journal of music education. Volume 40:Issue 1(2023)
• Page Start: 20
• Page End: 33
• Publication Date: 2023-03-06
• Subjects: student-centred learning -- research-based teaching -- distributive pedagogies -- conservatoire education -- Critical Response Process -- practice as research -- curriculum design; Music -- Instruction and study -- Periodicals; 780.71
• DOI: 10.1017/S0265051722000080
• Languages: English
• ISSNs: 0265-0517

Abstract

Abstract: This article presents some arguments in favour of a student-centred learning and teaching approach for higher music education (HME), with specific reference to conservatoire settings in the United Kingdom. In support of student-centred pedagogy, theoretical modelling is undertaken to offer a model of motivation accounting for both individual and group learning environments, thus drawing together diverse pedagogical research into learner "self-efficacy, " "distributive" classroom agency and partnership models of learning and teaching. Based on the author's own teaching practice with MA Music students at Leeds Conservatoire, two student-centred classroom strategies are outlined: Critical Response Process (CRP) and practice as research. These strategies are evaluated via theoretical and, in the case of CRP, primary research data from a questionnaire presented to MA Music students reflecting on their experience. Finally, an overarching student-centred framework for HME course design is proposed, cross-mapping different learning activities, knowledge paradigms and forms of motivation based on the previous discussion.