“She did miracles for me”: An investigation of dissonant studio practices in higher education music

Kim Burwell
  • Psychology of Music, March 2015, SAGE Publishing
  • DOI: 10.1177/0305735615576263

What is it about?

...an undergraduate singer who - exceptionally - said that her teacher's approach was not appropriate for her, at her 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 first 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.

The following have contributed to this page: Dr Kim Burwell