Encouraging reflective practice in conservatoire students: a pathway to autonomous learning?
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Accepted Manuscript (AM)
Author(s)
Carey, G
Harrison, S
Dwyer, R
Year published
2017
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Show full item recordAbstract
This paper reports on first-year conservatoire students’ reflections on their one-to-one performance learning through a reflective journal. One-to-one lessons have been a central part of the education of performing musicians, although their place in the twenty-first-century conservatoire is not beyond challenge. Recent research has indicated that this model has potential for students to rely heavily on their teachers for feedback and that more reflective and autonomous learning might benefit their progress. Students’ journal responses revealed three main themes: the development of student autonomy; a sense of shared ...
View more >This paper reports on first-year conservatoire students’ reflections on their one-to-one performance learning through a reflective journal. One-to-one lessons have been a central part of the education of performing musicians, although their place in the twenty-first-century conservatoire is not beyond challenge. Recent research has indicated that this model has potential for students to rely heavily on their teachers for feedback and that more reflective and autonomous learning might benefit their progress. Students’ journal responses revealed three main themes: the development of student autonomy; a sense of shared responsibility and collaboration; and increased clarity and confidence in the direction of their learning. The findings suggest that the journaling process can prompt an increased level of reflection and lead to more collaborative and autonomous learning in the one-to-one studio context.
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View more >This paper reports on first-year conservatoire students’ reflections on their one-to-one performance learning through a reflective journal. One-to-one lessons have been a central part of the education of performing musicians, although their place in the twenty-first-century conservatoire is not beyond challenge. Recent research has indicated that this model has potential for students to rely heavily on their teachers for feedback and that more reflective and autonomous learning might benefit their progress. Students’ journal responses revealed three main themes: the development of student autonomy; a sense of shared responsibility and collaboration; and increased clarity and confidence in the direction of their learning. The findings suggest that the journaling process can prompt an increased level of reflection and lead to more collaborative and autonomous learning in the one-to-one studio context.
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Journal Title
Music Education Research
Copyright Statement
© 2017 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Music education research on 12 Oct 2016, available online: https://www.tandfonline.com/doi/10.1080/14613808.2016.1238060
Note
This publication has been entered into Griffith Research Online as an Advanced Online Version.
Subject
Curriculum and pedagogy
Specialist studies in education
Creative and professional writing
Creative and professional writing not elsewhere classified
Music