Focus on practice-relationships between lessons on the primary instrument and individual practice in conservatoire education

Constantijn Koopman · Adri de Vugt · Paul Deneer · Jeannette den Ouden

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Diverse Music Education Insights Art Education and Development Music Education and Analysis

Abstract

This article presents the results of research into the relationships between lessons on the primary instrument and individual practice in conservatoire education. Six cases were extensively investigated through observation, questionnaires, logbooks, and interviews. Regarding the lessons on the primary instrument, we examined aims, topics, structure, homework feedback, and homework instruction; regarding the individual practice, we studied content, strategies, and direct relationships with the homework instruction. Our discussion of the results includes such issues as implicit versus explicit communication about aims, result-directed versus process-directed feedback, as well as ad hoc versus systematic approaches to teaching and individual practice. The results of our research are interpreted as marking a shift from traditional music education according to master-apprentice model, to a more reflective and methodical approach informed by educational theory.

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References

2001Self-regulating Learning Strategies in Instrumental Music Practice 1988Applications of Research in Music Behavior 2003Areas of Study and Teaching Strategies in Instrumental Teaching: a case study research project 2003Teachers' beliefs about effective instrumental teaching in schools and higher education 1996Brilliant performers as teachers: A case study of commonsense teaching in a conservatoire setting 2004Instrumental music teachers' views on expressivity: a report from music conservatoires 2002Conservatoire Students' Perceptions of the Characteristics of Effective Instrumental and Vocal Tuition

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