Gender Issues in Instrumental Music Teaching in Australian Conservatoriums

Abstract

Research into gender issues has provided clear results in stereotyping of instruments, personality and androgyny of musicians, and teaching styles in universities. The application of these findings to studio teaching at tertiary level is yet to be evaluated. This study analysed a large body of data from observation of 12 master teachers in Australian Conservatoriums in order to draw conclusions on gender differences in lesson structure, content, teaching methodology and teacher/ student relationship. Student behaviour was also examined to provide valuable insight to teachers on gender differences among advanced instrumentalists. Teachers and students were found to behave in strongly stereotyped manner across all areas: domineering male teachers and facilitating female teachers, assertive male students and compliant female students. The findings have implications for understanding of gender issues in instrumental music teaching at conservatoriums.

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