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Music Education Research Volume 15, 2013 - Issue 3
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Articles

Characterising one-to-one conservatoire teaching: some implications of a quantitative analysis

Gemma Marian Carey Queensland Conservatorium Griffith University, PO Box 3428, South Brisbane, QLD, AustraliaCorrespondence[email protected]
,
Ruth Bridgstock Queensland University of Technology, Brisbane, QLD, Australia
,
Peter Taylor Queensland Conservatorium Griffith University, PO Box 3428, South Brisbane, QLD, Australia
,
Erica McWilliam Queensland University of Technology, Brisbane, QLD, Australia
&
Catherine Grant Queensland Conservatorium Griffith University, PO Box 3428, South Brisbane, QLD, Australia
Pages 357-368 | Received 04 Mar 2013, Accepted 26 Jun 2013, Published online: 06 Sep 2013

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Ragnhild Sandberg-Jurström & Monica Lindgren. (2022) Mapping the applicants’ learnability: a discourse analysis of assessors’ talk of admission tests for Swedish specialist music teacher education. Music Education Research 24:5, pages 599-610.
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Veronica Ski-Berg. (2022) ‘Blazing the trail or exposing the gaps?’ Discourses on student-centredness in genre independent and classical music performance study programmes in Norway and the Netherlands. Music Education Research 24:1, pages 31-41.
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Alejandra Pacheco-Costa. (2019) Teachers’ strategies for playing by ear in one-to-one instrumental lessons: a case-study in Spain. Music Education Research 21:2, pages 161-173.
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G. Carey, L. Coutts, C. Grant, S. Harrison & R. Dwyer. (2018) Enhancing learning and teaching in the tertiary music studio through reflection and collaboration. Music Education Research 20:4, pages 399-411.
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Gemma Carey, Scott Harrison & Rachael Dwyer. (2017) Encouraging reflective practice in conservatoire students: a pathway to autonomous learning?. Music Education Research 19:1, pages 99-110.
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Scott Harrison & Catherine Grant. (2015) Exploring of new models of research pedagogy: time to let go of master-apprentice style supervision?. Teaching in Higher Education 20:5, pages 556-566.
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Articles from other publishers (21)

Raluca Matei & Jane Ginsborg. (2023) Why Do Music Students Attend Counseling? A Longitudinal Study of Reasons in One UK Conservatoire. Journal of Research in Music Education 71:4, pages 418-439.
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Raluca Matei & Keith Phillips. (2023) Health education in conservatoires: what should it consist of? Findings from workshops with experts (Part II). Health Promotion International 38:1.
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Ragnhild Sandberg-Jurström. (2022) Creating Space for Reflection: Meaning-Making Feedback in Instrumental/Vocal Lessons. Frontiers in Education 7.
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Jennifer Blackwell. (2021) “Mistakes are just information”: A case study of a highly successful violin pedagogue. International Journal of Music Education 40:1, pages 78-89.
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Guadalupe López-Íñiguez, María Puy Pérez Echeverría, Juan Ignacio Pozo & José Antonio Torrado. 2022. Learning and Teaching in the Music Studio. Learning and Teaching in the Music Studio 369 385 .
Guadalupe López-Íñiguez, Juan Ignacio Pozo & María Puy Pérez Echeverría. 2022. Learning and Teaching in the Music Studio. Learning and Teaching in the Music Studio 3 20 .
Tim Palmer & David Baker. (2021) Classical soloists’ life histories and the music conservatoire. International Journal of Music Education 39:2, pages 167-186.
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Benjamin Redman. (2020) Evaluating the use of LoLa in European conservatoires: The SWING project. Journal of Music, Technology & Education 13:2, pages 199-217.
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Laura Crocco, Patricia McCabe & Catherine Madill. (2020) Principles of Motor Learning in Classical Singing Teaching. Journal of Voice 34:4, pages 567-581.
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Marianella Chamorro-Koc & Anoma Kurimasuriyar. (2018) Insights from studio teaching practices in a Creative Industries Faculty in Australia. Arts and Humanities in Higher Education 19:2, pages 172-185.
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Kim Burwell, Gemma Carey & Dawn Bennett. (2017) Isolation in studio music teaching: The secret garden. Arts and Humanities in Higher Education 18:4, pages 372-394.
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Leah Coutts. (2019) Empowering students to take ownership of their learning: Lessons from one piano teacher’s experiences with transformative pedagogy. International Journal of Music Education 37:3, pages 493-507.
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Kim Burwell. (2018) Issues of dissonance in advanced studio lessons. Research Studies in Music Education 41:1, pages 3-17.
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Leah Coutts. (2018) Selecting motivating repertoire for adult piano students: A transformative pedagogical approach. British Journal of Music Education 35:3, pages 285-299.
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Kim Burwell. (2018) Coaching e feedback durante os exercícios iniciais em aulas de voz de nível avançado. Orfeu 3:1.
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Helen Mitchell & Roger Benedict. (2017) The moot audition: Preparing music performers as expert listeners. Research Studies in Music Education 39:2, pages 195-208.
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Kim Burwell. (2017) Feeling and thinking about studio practices: Exploring dissonance in semi-structured interviews with students in higher education music. British Journal of Music Education 34:2, pages 189-202.
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Laura Crocco, Catherine J Madill & Patricia McCabe. (2017) Evidence-based Frameworks for Teaching and Learning in Classical Singing Training: A Systematic Review. Journal of Voice 31:1, pages 130.e7-130.e17.
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Kim Burwell. (2016) Dissonance in the studio: An exploration of tensions within the apprenticeship setting in higher education music. International Journal of Music Education 34:4, pages 499-512.
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Scott Harrison & Catherine Grant. (2016) Chasing a moving target: perceptions of work readiness and graduate capabilities in music higher research degree students. British Journal of Music Education 33:2, pages 205-218.
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Gemma Carey & Catherine Grant. 2015. Teaching for Learning and Learning for Teaching. Teaching for Learning and Learning for Teaching 63 78 .

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