One-to-one pedagogy: developing a protocol for illuminating the nature of teaching in the conservatoire
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Author(s)
Carey, Gemma
Grant, Catherine
McWilliam, Erica
Taylor, Peter
Year published
2013
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This article outlines the approach used to develop a scheme to characterize the nature and quality of specific practices of one-to-one teaching, selected on the basis of their potential significance to the development of student performance. Although the value of one-to-one teaching remains largely unchallenged at the conservatoire level, music institutions are increasingly being called to justify the need for such a cost- and resource-intensive pedagogical approach. Funding pressures combined with a lack of systematic investigation into the value and efficacy of one-to-one teaching underscore the urgent need for a rigorous, ...
View more >This article outlines the approach used to develop a scheme to characterize the nature and quality of specific practices of one-to-one teaching, selected on the basis of their potential significance to the development of student performance. Although the value of one-to-one teaching remains largely unchallenged at the conservatoire level, music institutions are increasingly being called to justify the need for such a cost- and resource-intensive pedagogical approach. Funding pressures combined with a lack of systematic investigation into the value and efficacy of one-to-one teaching underscore the urgent need for a rigorous, evidenced-based way to characterize related pedagogical practices. This article documents the processes of developing one such approach at an Australian conservatoire. The authors hope to encourage and facilitate the implementation of similar projects elsewhere, and thereby help lay the foundation for a systematic and credible international understanding of the value and limitations of one-to-one learning and teaching practices in the conservatoire environment.
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View more >This article outlines the approach used to develop a scheme to characterize the nature and quality of specific practices of one-to-one teaching, selected on the basis of their potential significance to the development of student performance. Although the value of one-to-one teaching remains largely unchallenged at the conservatoire level, music institutions are increasingly being called to justify the need for such a cost- and resource-intensive pedagogical approach. Funding pressures combined with a lack of systematic investigation into the value and efficacy of one-to-one teaching underscore the urgent need for a rigorous, evidenced-based way to characterize related pedagogical practices. This article documents the processes of developing one such approach at an Australian conservatoire. The authors hope to encourage and facilitate the implementation of similar projects elsewhere, and thereby help lay the foundation for a systematic and credible international understanding of the value and limitations of one-to-one learning and teaching practices in the conservatoire environment.
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Journal Title
International Journal of Music Education
Volume
31
Issue
2
Copyright Statement
Carey, G et al., One-to-one pedagogy: Developing a protocol for illuminating the nature of teaching in the conservatoire, International Journal of Music Education, Volume: 31 issue: 2, page(s): 148-159. Copyright 2013 The Authors. Reprinted by permission of SAGE Publications.
Subject
Music education
Higher education
Music
Curriculum and pedagogy