Using video-stimulated recall as a basis for interviews: some experiences from the field

Abstract

This paper describes one phase of an investigation into the possible existence of gender interactions in one-to-one instrumental music lessons. In order to provide a preliminary sketch-map of a hitherto unexplored field, the mixed methods research design used a combination of three strands: (1) questionnaires to teachers and pupils; (2) observations of actual lessons; and (3) interviews with teachers and pupils. The investigation discovered the existence of many gendered expectations about teachers and pupils, only some of which were supported by the analysis of observations of lessons. Possible reasons for the expectations were discussed in semi-structured interviews, using video-recordings as a stimulus to recall. Focusing on this third phase, the paper demonstrates how the teachers and pupils co-operated with the researcher as consultants (rather than ‘subjects’ or ‘participants’), with considerable control over the topics investigated.

Keywords:

• instrumental teaching
• gender interactions

Notes

1. All eight teachers had been working for at least 20 years in instrumental teaching. Their ages ranged between 40 and 60. All four of the male teachers also worked as performers, either instrumentalists or conductors or both. One of the female teachers also worked as a professional performer. The other three female teachers performed occasionally, as accompanists or as players in a semi-professional orchestra.