Sharing the podium: exploring the process of peer learning in professional conducting
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We discuss a recent peer-learning project we undertook as co-conductors of the Young Conservatorium Wind Orchestra at Griffith University. Drawing on current educational theory on peer learning and material from our conducting practice and research, we explore how this approach offers professional conductors the opportunity to work together in an inclusive and empowering learning environment. We outline our peer learning context, the learning relationship we shared, the most significant musical outcomes of such a process, and the implications for conducting pedagogy and the professional development of conductors.
British Journal of Music Education
© 2008 Cambridge University Press. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.