Participation in a master class: experiences of older amateur pianists

Abstract

Although many amateur performers enjoy participating in master classes, we know little about what it means to them. The aim of this paper is to investigate learning in a master class with amateur pianists from an emic perspective in order to increase knowledge and understanding about older music learners engaging with instrumental tuition. The master class participation of six older adults including the researcher was recorded on mini-disc, and qualitative data were gathered mainly using stimulus recall techniques. Although there was much use of the master–apprentice model of teaching and learning, it was modified by the interaction between the participants and their tutor. All seemed satisfied with the way they were taught despite there being a fair degree of compliance. There is evidence that the participants took their learning very seriously and that it contributed to their musical motivation and identity construction as part of their growth and self-fulfilment as mature adults.

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