Beyond expectations in music performance modules in higher education: rethinking instrumental and vocal music pedagogy for the twenty-first century

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3 Citations (Scopus)

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.
Original languageEnglish
Pages (from-to)252-262
Number of pages11
JournalMusic Education Research
Volume19
Issue number3
Early online date16 Dec 2015
DOIs
Publication statusPublished - Jul 2017

Keywords

  • Instrumental music teaching, vocal teaching, expectations, music higher education, instrumental and vocal teacher professional accreditation

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