Student-centred strategies for higher music education: using peer-to-peer critique and practice as research methodologies to train conservatoire musicians

IF 1 3区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Jacob Thompson-Bell
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引用次数: 0

Abstract

This article presents some arguments in favour of a student-centred learning and teaching approach for higher music education (HME), with specific reference to conservatoire settings in the United Kingdom. In support of student-centred pedagogy, theoretical modelling is undertaken to offer a model of motivation accounting for both individual and group learning environments, thus drawing together diverse pedagogical research into learner “self-efficacy,” “distributive” classroom agency and partnership models of learning and teaching. Based on the author’s own teaching practice with MA Music students at Leeds Conservatoire, two student-centred classroom strategies are outlined: Critical Response Process (CRP) and practice as research. These strategies are evaluated via theoretical and, in the case of CRP, primary research data from a questionnaire presented to MA Music students reflecting on their experience. Finally, an overarching student-centred framework for HME course design is proposed, cross-mapping different learning activities, knowledge paradigms and forms of motivation based on the previous discussion.
以学生为中心的高等音乐教育策略:使用对等批评和实践作为研究方法来培养音乐学院的音乐家
本文提出了一些支持以学生为中心的高等音乐教育(HME)学习和教学方法的论点,并具体参考了英国的音乐学院设置。为了支持以学生为中心的教学法,理论建模为个人和团体学习环境提供了一个动机模型,从而将不同的教学研究结合在一起,研究学习者的“自我效能”、“分配”课堂代理和学习与教学的伙伴关系模型。基于作者自己在利兹音乐学院的音乐硕士学生的教学实践,概述了两种以学生为中心的课堂策略:关键反应过程(CRP)和实践作为研究。这些策略通过理论评估,在CRP的情况下,主要研究数据来自一份调查问卷,提交给音乐硕士学生,反映他们的经验。最后,在前面讨论的基础上,提出了一个以学生为中心的HME课程设计框架,交叉映射不同的学习活动、知识范式和动机形式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.40
自引率
10.00%
发文量
37
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