Hostname: page-component-77c89778f8-cnmwb Total loading time: 0 Render date: 2024-07-17T03:51:40.084Z Has data issue: false hasContentIssue false
  • English
  • Français

Undergraduate students' ownership of musical learning: obstacles and options in one-to-one teaching

Published online by Cambridge University Press:  27 June 2013

Karin Johansson
Karin Johansson*
Affiliation:
Malmö Academy of Music, Lund University, Box 8203, SE-20041, Malmö, Swedenkarin.johansson@mhm.lu.se
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper describes a longitudinal, collaborative case study, made in the framework of the project Students' Ownership of Learning (SOL) during one academic year with one vocal teacher and two female students. The aim of the study was to relate the interaction between the teacher's and the students' intentions and expectations to the institutional level as well as to the rules and ‘real-life’ practice of the musical profession that the students are trained for. In the study, one-to-one tuition in higher music education was theorised as a culturally and historically grounded activity system consisting of relationships between musicians, instruments, music-making traditions and audiences. The concept of contradiction was used as a tool when analysing individually experienced obstacles for musical learning. The results describe how learning obstacles such as conflicting views on the purpose of the activity may be articulated, confronted and transformed into options through collaborative work. By linking the individual and collective levels of knowledge and by using professional practice as a developmental transfer, all aspects of the ‘conservatoire tradition’ may be seen as holding potential for development and expansion.

Type
Research Article
Information
British Journal of Music Education , Volume 30 , Issue 2 , July 2013 , pp. 277 - 295
Copyright
Copyright © Cambridge University Press 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

BENNETT, D. (2008) Understanding the Classical Music Profession. The Past, the Present and Strategies for the Future. Farnham: Ashgate.Google Scholar
BURNARD, P. & YOUNKER, B. A. (2008) Investigating children's musical interactions within the activities systems of group composing and arranging: an application of Engestrom's Activity Theory. International Journal of Educational Research, 47, 60–74.Google Scholar
CORKHILL, D. (2005) A young person's guide to the orchestral profession. British Journal of Music Education, 22, 269–285.Google Scholar
DANIELS, H. (2008) Vygotsky and Research. London: Routledge.Google Scholar
ELLIS, V. (2010) Studying the process of change. The double stimulation strategy in teacher education research. In Ellis, V., Edwards, A. & Smagorinsky, P. (Eds), Cultural-historical Perspectives on Teacher Education and Development, pp. 95–114. London: Routledge.Google Scholar
ENGESTRÖM, Y. (1987) Learning by Expanding. Helsinki: Orienta-Konsultit Oy.Google Scholar
ENGESTRÖM, Y. (2005) Developmental Work Research: Expanding Activity Theory in Practice. Berlin: Lehmanns Media.Google Scholar
ENGESTRÖM, Y. (2008) From Teams to Knots: Activity-theoretical Studies of Collaboration and Learning at Work. Cambridge: Cambridge University Press.Google Scholar
ENGESTRÖM, Y. & SANNINO, A. (2011) Discursive manifestations of contradictions in organizational change efforts. A methodological framework. Journal of Organizational Change Management, 24, 368–387.Google Scholar
ENGESTRÖM, Y., LOMPSCHER, J. & RÜCKREIM, G. (2005) (Eds) Putting Activity Theory to Work. Berlin: Lehmanns Media.Google Scholar
EUROPEAN HIGHER EDUCATION AREA (EHEA) (2012) Retrieved 29 July 2012, from www.ehea.infoGoogle Scholar
GAUNT, H. (2008) One-to-one tuition in a conservatoire: the perceptions of instrumental and vocal teachers. Psychology of Music, 36, 215–245.Google Scholar
GAUNT, H. (2011) Understanding the one-to-one relationship in instrumental/vocal tuition in Higher Education: comparing student and teacher perceptions. British Journal of Music Education, 28, 159–179.Google Scholar
HALLAM, S. (2001) The development of metacognition in musicians: implications for education. British Journal of Music Education, 18, 27–39.Google Scholar
HÄRSTEDT, A.-S. (2010) Att se sig själv som sångare - En aktionsforskningsstudie av individuell sångundervisning inom ramen för projektet “Vem äger lärandet” [The Singer's Image. An Action Research Study of One-to-one Vocal Tuition]. Malmö: Lund University.Google Scholar
HEIKINHEIMO, T. (2009) Intensity of Interaction in Instrumental Music Lessons. Helsinki: Sibelius Academy.Google Scholar
HOLGERSSON, P.-H. (2011) Musikalisk kunskapsutveckling i högre musikutbildning: en kulturpsykologisk studie av musikerstudenters förhållningssätt i enskild instrumentalundervisning [Musical Learning and Development in Higher Music Education: A Cultural-psychological Study of Performance Students' Ways of Relating to One-to-one Tuition]. Stockholm: Royal Academy of Music.Google Scholar
HULTBERG, C. (2005) Practitioners and researchers in cooperation – method development for qualitative practice-related studies. Music Education Research, 7, 211–224.Google Scholar
HULTBERG, C. (2008) Instrumental students' strategies for finding interpretations: complexity and individual variety. Psychology of Music, 36, 7–23.Google Scholar
HULTBERG, C. (2010) Vem äger lärandet? [Students Ownership of Learning]. Stockholm: Myndigheten för nätverk och samarbete inom högre utbildning.Google Scholar
ILYENKOV, E. V. (1977) Dialectical Logic. Essays on its History and Theory. Moscow: Progress Publishers.Google Scholar
JAHREIE, C. F. & OTTESEN, E. (2010). Learning to become a teacher. Participation across spheres for learning. In Ellis, V., Edwards, A. & Smagorinsky, P. (Eds), Cultural-historical Perspectives on Teacher Education and Development, pp. 131–145. London: Routledge.Google Scholar
JOHANNSDOTTIR, T. (2010) Deviations from the conventional. Contradictions as sources of change in teacher education. In Ellis, V., Edwards, A. & Smagorinsky, P. (Eds), Cultural-historical Perspectives on Teacher Education and Development, pp. 163–179. London: Routledge.Google Scholar
JOHANSSON, K. (2008) Organ Improvisation – Activity, Action and Rhetorical Practice. Malmö: Lund University.Google Scholar
JOHANSSON, K. (2012) Experts, entrepreneurs and competence nomads: the skills paradox in higher music education. Music Education Research, 14, 47–64.Google Scholar
JØRGENSEN, H. (2009) Research into Higher Music Education. An Overview from a Qualitative Improvement Perspective. Oslo: Novus Press.Google Scholar
KRÜGER, T. (1998) Teacher Practice, Pedagogical Discourse and the Construction of Knowledge: Two Case Studies of Teachers at Work. Bergen: Bergen University College.Google Scholar
LEONT'EV, A. N. (1981) Problems of the Development of the Mind. Moscow: Progress Publishers.Google Scholar
MALMÖ ACADEMY OF MUSIC (2010) Curriculum for Degree in Bachelor and Master of Music.Google Scholar
MURPHY, E. & RODRIGUEZ-MANZANARES, M. A. (2008) Using activity theory and its principle of contradictions to guide research in educational technology. Australasian Journal of Educational Technology, 24, 442–457.Google Scholar
NERLAND, M. (2003) Instrumentalundervisning som kulturell praksis. En diskursorientert studie av hovedinstrumentundervisning i høyere musikkutdanning [Instrumental Teaching as a Cultural Practice. A Discourse-oriented Study of Teaching in Higher Music Education]. Oslo: Universitetet i Oslo.Google Scholar
NERLAND, M. (2007) One-to-one teaching as cultural practice: two case studies from an academy of music. Music Education Research, 9, 399–416.Google Scholar
PERUSKI, L. (2003) Contradictions, Disturbances and Transformations: An Activity Theoretical Analysis of Three Faculty Members’ Experience with Designing and Teaching Online Courses. Ann Arbor, MI: Michigan State University.Google Scholar
PRESLAND, C. (2005) Conservatoire student and instrumental professor: the student perspective on a complex relationship. British Journal of Music Education, 22, 237–248.Google Scholar
ROWE, V. C. (2009) Using video-stimulated recall as a basis for interviews: some experiences from the field. Music Education Research, 11, 425–437.Google Scholar
SMILDE, R. (2008) Lifelong learners in music; research into musicians’ biographical learning. International Journal of Community Music, 1, 243–252.Google Scholar
TRIANTAFYLLAKI, A. (2005) A call for more instrumental music teaching research. Music Education Research, 7, 383–387.Google Scholar
TRIANTAFYLLAKI, A. (2010) Performance teachers' identity and professional knowledge in advanced music teaching. Music Education Research, 12, 71–87.Google Scholar
TUOMI-GRÖHN, T. (2005) Studying learning, transfer and context: a comparison of current approaches to learning. In Engeström, Y., Lompscher, J. & Rückreim, G. (Eds), Putting Activity Theory to Work. Berlin: Lehmanns Media.Google Scholar
VYGOTSKY, L. (1978) Mind in Society. Cambridge, MA: Harvard University Press.Google Scholar
WELCH, G. (2007) Addressing the multifaceted nature of music education: an activity theory research perspective. Research Studies in Music Education, 28, 23–37.Google Scholar