Show simple item record

dc.contributor.convenorHelena Gaunten_AU
dc.contributor.authorCarey, Gemmaen_US
dc.contributor.authorDraper, Paulen_US
dc.contributor.authorLebler, Donen_US
dc.contributor.authorMcWilliam, Ericaen_US
dc.contributor.editorGeorge Odamen_US
dc.date.accessioned2017-04-24T09:15:11Z
dc.date.available2017-04-24T09:15:11Z
dc.date.issued2006en_US
dc.date.modified2008-11-06T23:01:04Z
dc.identifier.doihttp://www.sempre.org.uk/en_AU
dc.identifier.urihttp://hdl.handle.net/10072/13298
dc.description.abstractThis presentation takes up the challenge of Erica McWilliam's recent call for educators in general to focus on the importance of 'unlearning' as well as learning and thence applying this challenge to teaching in the Conservatoire. It does so by indicating what the value and limits are of traditional pedagogy in the Conservatoire. For young people who will increasingly experience a 'portfolio career' they will need to 'unlearn and ' 'forget' certain practices processes and at the same time learn and embrace others. Getting the mix of learning and unlearning right will be more important for new generations of learners than merely sticking to time-honoured habits that mark a former stable social world. The implication is not that the Conservatoire should throw out long-term teaching techniques, but rather that it will need to be more open to innovative pedagogical possibilities if it is to work against the current trend of a shrinking clientele and audience for its expertise. The presentation provides a rationale for a new conceptual architecture in teaching (mixing learning and unlearning) before moving to consider how the Conservatoire might experiment cautiously with this imperative. Examples are given of such experiments already happening within a Conservatoire in Australia.en_US
dc.description.publicationstatusYesen_AU
dc.format.extent35942 bytes
dc.format.extent30345 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypetext/plain
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherGuildhall School of Music and Drama and The Society for Education, Music and Psychology Researchen_US
dc.publisher.placeLondon, UKen_US
dc.publisher.urihttp://www.gsmd.ac.uk/en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofconferencenameThe Reflective Conservatoire Conference: Apprentices and Sorcerersen_US
dc.relation.ispartofconferencetitleThe Reflective Conservatoire Conference: Apprentices and Sorcerersen_US
dc.relation.ispartofdatefrom2006-02-16en_US
dc.relation.ispartofdateto2006-02-19en_US
dc.relation.ispartoflocationLondon, UKen_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330205en_US
dc.titleLearning and unlearning: New challenges for teaching in Conservatoiresen_US
dc.typeConference outputen_US
dc.type.descriptionE2 - Conference Publications (Non HERDC Eligible)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyArts, Education & Law Group, Queensland Conservatoriumen_US
gro.rights.copyrightCopyright remains with the authors 2006. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the authors.en_AU
gro.date.issued2006
gro.hasfulltextFull Text


Files in this item

This item appears in the following Collection(s)

  • Conference outputs
    Contains papers delivered by Griffith authors at national and international conferences.

Show simple item record