Undergraduate students' ownership of musical learning: obstacles and options in one-to-one teaching
(2013) In British Journal of Music Education 30(2). p.277-295- Abstract
- This paper describes a longitudinal, collaborative case study, made in the framework of the project Students' Ownership of Learning (SOL) during one academic year with one vocal teacher and two female students. The aim of the study was to relate the interaction between the teacher's and the students' intentions and expectations to the institutional level as well as to the rules and 'real-life' practice of the musical profession that the students are trained for. In the study, one-to-one tuition in higher music education was theorised as a culturally and historically grounded activity system consisting of relationships between musicians, instruments, music-making traditions and audiences. The concept of contradiction was used as a tool when... (More)
- This paper describes a longitudinal, collaborative case study, made in the framework of the project Students' Ownership of Learning (SOL) during one academic year with one vocal teacher and two female students. The aim of the study was to relate the interaction between the teacher's and the students' intentions and expectations to the institutional level as well as to the rules and 'real-life' practice of the musical profession that the students are trained for. In the study, one-to-one tuition in higher music education was theorised as a culturally and historically grounded activity system consisting of relationships between musicians, instruments, music-making traditions and audiences. The concept of contradiction was used as a tool when analysing individually experienced obstacles for musical learning. The results describe how learning obstacles such as conflicting views on the purpose of the activity may be articulated, confronted and transformed into options through collaborative work. By linking the individual and collective levels of knowledge and by using professional practice as a developmental transfer, all aspects of the 'conservatoire tradition' may be seen as holding potential for development and expansion. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/3975883
- author
- Johansson, Karin LU
- organization
- publishing date
- 2013
- type
- Contribution to journal
- publication status
- published
- subject
- categories
- Higher Education
- in
- British Journal of Music Education
- volume
- 30
- issue
- 2
- pages
- 277 - 295
- publisher
- Cambridge University Press
- external identifiers
-
- wos:000321016400008
- scopus:84879916745
- ISSN
- 1469-2104
- DOI
- 10.1017/S0265051713000120
- language
- English
- LU publication?
- yes
- id
- cb870efd-9ce2-44af-9d83-9f513647ef64 (old id 3975883)
- date added to LUP
- 2016-04-01 11:11:39
- date last changed
- 2022-05-18 17:00:20
@article{cb870efd-9ce2-44af-9d83-9f513647ef64,
abstract = {{This paper describes a longitudinal, collaborative case study, made in the framework of the project Students' Ownership of Learning (SOL) during one academic year with one vocal teacher and two female students. The aim of the study was to relate the interaction between the teacher's and the students' intentions and expectations to the institutional level as well as to the rules and 'real-life' practice of the musical profession that the students are trained for. In the study, one-to-one tuition in higher music education was theorised as a culturally and historically grounded activity system consisting of relationships between musicians, instruments, music-making traditions and audiences. The concept of contradiction was used as a tool when analysing individually experienced obstacles for musical learning. The results describe how learning obstacles such as conflicting views on the purpose of the activity may be articulated, confronted and transformed into options through collaborative work. By linking the individual and collective levels of knowledge and by using professional practice as a developmental transfer, all aspects of the 'conservatoire tradition' may be seen as holding potential for development and expansion.}},
author = {{Johansson, Karin}},
issn = {{1469-2104}},
language = {{eng}},
number = {{2}},
pages = {{277--295}},
publisher = {{Cambridge University Press}},
series = {{British Journal of Music Education}},
title = {{Undergraduate students' ownership of musical learning: obstacles and options in one-to-one teaching}},
url = {{http://dx.doi.org/10.1017/S0265051713000120}},
doi = {{10.1017/S0265051713000120}},
volume = {{30}},
year = {{2013}},
}