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Feeling and thinking about studio practices: Exploring dissonance in semi-structured interviews with students in higher education music

Published online by Cambridge University Press:  13 March 2017

Kim Burwell
Kim Burwell*
Affiliation:
School of the Arts and Media, UNSW, Anzac Parade, Kensington NSW 2033, Australiak.burwell@unsw.edu.au
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Abstract

While studio-based instrumental and vocal learning is widely regarded as both important and effective in higher education music, research to date has offered little concrete information about studio practices that students have regarded as ineffective. Two recent case studies investigated what appear to be exceptional instances in which students expressed dissatisfaction with the approaches taken by their current teachers. In this paper, data from these studies is mined again, focusing particularly on verbal behaviour from semi-structured interviews. The two studies are compared with each other and with data from a broader study from which they had been drawn, asking how the ‘dissonant’ cases are distinct, and how student interviews might cast fresh light on the complexities of studio practices.

Type
Research Article
Information
British Journal of Music Education , Volume 34 , Issue 2 , July 2017 , pp. 189 - 202
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Copyright
Copyright © Cambridge University Press 2017 

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