Crossing boundaries: sharing concepts of music teaching from classroom to studio

Abstract

This study demonstrates how action research can provide a means for teachers to undertake research for themselves to inform and enhance their work. The focus of the research was the self-critique of pedagogical practice in one-to-one classical instrumental music teaching within the context of the author's private studio. A series of lessons were videotaped and analysed, and each week goals were set for the improvement of practice in relation to theoretical propositions derived from both one-to-one teaching and general pedagogical literature. The author is an experienced classroom teacher as well as a violin teacher so is well placed to explore potential links between these teaching contexts. The development of a model of teaching modes, greater awareness of feedback quality and type and the challenge of monitoring change in action emerged as the key themes. Student engagement increased and teaching was enriched by perspectives and practices from wider educational theory and practice.

Keywords:

• one-to-one music teaching
• instrumental pedagogy
• action research
• music teacher development

Notes

1. See also Hallam (2001a). In this study young students were observed with limited practice strategies. The need for aural schemata to enable monitoring of errors as well as metacognitive skill development is suggested.

2. See Daniel (2006) and Young, Burwell and Pickup (2003) for discussion of issues surrounding video evidence and for examples of analytical approaches in the analysis of evidence.

3. I first heard these terms utilised by Rick Mooney, American cellist and Suzuki teacher, and subsequently adopted them in the context of this research.

4. For example, for the last lesson I compiled a list of the homework activities we had agreed to at the previous lesson. The student then participated in shaping the lesson structure by choosing the order of events.

5. ‘Understanding how we diagnose and construct our experience, take action and monitor our behavior while simultaneously achieving our goals is crucial to understanding and enhancing effectiveness. If we learn to behave differently and to make these new behaviors stick, we will begin to create a new world’ (Argyris and Schon 1974, xi).