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dc.contributor.authorCarey, G
dc.contributor.authorHarrison, S
dc.contributor.authorDwyer, R
dc.date.accessioned2018-09-28T03:28:27Z
dc.date.available2018-09-28T03:28:27Z
dc.date.issued2017
dc.identifier.issn1461-3808
dc.identifier.doi10.1080/14613808.2016.1238060
dc.identifier.urihttp://hdl.handle.net/10072/173651
dc.description.abstractThis 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherRoutledge
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto12
dc.relation.ispartofjournalMusic Education Research
dc.subject.fieldofresearchPerforming Arts and Creative Writing not elsewhere classified
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchPerforming Arts and Creative Writing
dc.subject.fieldofresearchcode190499
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1904
dc.titleEncouraging reflective practice in conservatoire students: a pathway to autonomous learning?
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionPost-print
gro.facultyArts, Education & Law Group, Queensland Conservatorium
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
gro.rights.copyright© 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
gro.hasfulltextFull Text
gro.griffith.authorDwyer, Rachael M.
gro.griffith.authorCarey, Gemma M.
gro.griffith.authorHarrison, Scott D.


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