What is it about?
...an undergraduate singer who - exceptionally - said that her teacher's approach was not appropriate for her, at her current stage of development. Based on a single lesson observation, the study uses 'rich transcription' to explore verbal, nonverbal and performance behaviour, to see what might be at issue in this teacher-student relationship.
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Why is it important?
1-1 studio lessons are normally held to be important, and highly effective, in higher education music. Rather than focusing on what makes lessons successful, this study explores the dynamics of a lesson that the student thinks ineffective.
Perspectives
This was the first paper I wrote about 'dissonance' in studio lessons. It seems a sensitive and complex area, but I feel - not least as a studio teacher, myself - that it must be important to know more about aspects of studio apprenticeship that might need our care and attention.
Dr Kim Burwell
University of New South Wales
Read the Original
This page is a summary of: “She did miracles for me”: An investigation of dissonant studio practices in higher education music, Psychology of Music, March 2015, SAGE Publications,
DOI: 10.1177/0305735615576263.
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