Dissonance in the studio: An exploration of tensions within the apprenticeship setting in higher education music

Kim Burwell
  • International Journal of Music Education, June 2016, SAGE Publications
  • DOI: 10.1177/0255761415574124

What is it about?

...an undergraduate guitarist who asserted that his teacher's approach was not appropriate for him, at his current stage of development. Based on a single lesson observation, the study uses 'rich transcription' to explore verbal, nonverbal and performance behaviour, to see what might be at issue in this teacher-student relationship.

Why is it important?

1-1 studio lessons are normally held to be important, and highly effective, in higher education music. Rather than focusing on what makes lessons successful, this study explores the dynamics of a lesson that the student thinks ineffective.

Perspectives

Dr Kim Burwell (Author)
University of New South Wales

This was the second paper I wrote about 'dissonance' in studio lessons. It seems a sensitive and complex area, but I feel - not least as a studio teacher, myself - that it must be important to know more about aspects of studio apprenticeship that might need our care and attention.

Read Publication

http://dx.doi.org/10.1177/0255761415574124

The following have contributed to this page: Dr Kim Burwell