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ABSTRACT
Music performance in the higher educational context is shaped by a reciprocal chain of interactions between students, part-time tutors and full-time teaching staff, each with specific expectations about the teaching and learning process. Such expectations can provide valuable insights not only for designing and implementing meaningful educational strategies but also for defining higher education (HE) institutions’ specific mission, inside and outside departmental boundaries. Drawing on an empirical investigation about the dynamics of the expectations of the above stakeholders regarding the integration of instrumental/vocal tuition into the HE learning environment, this article discusses the need for developing teaching excellence in instrumental and vocal tuition across the UK, arguing that HE environments have a crucial role to play in such process.
Acknowledgements
I am grateful to the students, members of staff and tutors that took part in this study. Special thanks go to Dr Cormac Newark who has supervised this work providing many invaluable insights and James Hunter who very kindly proofread the latest version of this article.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes on Contributor
Having recently concluded her PhD at Queen's University Belfast (QUB), Lilian Simones currently teaches Piano, Ensemble, Listening and Repertory at the School of Creative Arts (QUB). She is also the founder and Director of Enact Music, Ltd (a Belfast based company specialising in Music Education).