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Informal music making in studio music instruction: A Canadian case study

Published online by Cambridge University Press:  28 March 2017

Julia Brook ,
Rena Upitis  and
Wynnpaul Varela
Julia Brook
Affiliation:
Room 307, Harrison-LeCaine Hall, Queen's University, 99 University Avenue, Kingston, ON, Canada K7L 3N6Julia.brook@queensu.ca
Rena Upitis
Affiliation:
Faculty of Education, Queen's University, Duncan McArthur Hall, 511 Union St., Kingston, ON, CanadaK7M 5R7uptisr@queensu.ca
Wynnpaul Varela
Affiliation:
Concordia University, Centre for the Study of Learning and Performance (CSLP), 1211 Rue Saint Mathieu, Montreal, Quebec, H3H 2S2w_varela@education.concordia.ca
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Abstract

The purpose of this study was to gain an in-depth understanding of how one classically trained musician adapted his pedagogical practices to accommodate the needs and interests of his students. A case-study methodology was employed to explore the perceptions and practices of this teacher, and data were collected over a two-year period through interviews and observations. Findings indicated that students were engaged in music-making throughout the lesson, and that many of the lesson characteristics aligned with Lucy Green's (2002, 2008) descriptions of an informal pedagogical orientation. The overarching aim of the teacher's instruction was to support students’ development of musical knowledge and skills that would enhance their learning, and to expand their understanding of musical genres and performance practices.

Type
Research Article
Information
British Journal of Music Education , Volume 34 , Issue 2 , July 2017 , pp. 153 - 167
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Copyright
Copyright © Cambridge University Press 2017 

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