A combination of one-to-one teaching and small group teaching in higher music education in Norway – a good model for teaching?

Bjørg Julsrud Bjøntegaard

40 citations0/0 files storedBritish Journal of Music Education

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Diverse Music Education Insights Musicology and Musical Analysis Music Education and Analysis

Abstract

Instrumental teachers in higher music education in Norway and elsewhere traditionally organise their teaching as individual lessons with one teacher and one student. This paper takes a closer look at how a horn teacher at the Norwegian Academy of Music has organised her weekly teaching in individual, small group and master class lessons with all her students. The project being described in the paper has since been extended to other instruments, but this paper concentrates on the horn model. The main focus is on small group lessons where the students themselves play and comment on fellow students’ performances. The evidence suggests that a combination of teaching in individual, small group and master class lessons is the best way of educating students as responsible, reflective and professional musicians.

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References

1994Situated Learning: Legitimate Peripheral Participation.1991Situated Learning 1987Educating the reflective practitioner 1996The Culture of Education 1998Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning 2021Learning Together and Alone 1992Handbook of Research on Music Teaching and Learning 2004The New Handbook Of Research On Music Teaching And Learning

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