A case study of teaching and learning strategies in an orchestral composition masterclass

Love, Karlin G. and Barrett, Margaret S. (2016) A case study of teaching and learning strategies in an orchestral composition masterclass. Psychology of Music, 44 4: 830-846. doi:10.1177/0305735615594490


Author Love, Karlin G.
Barrett, Margaret S.
Title A case study of teaching and learning strategies in an orchestral composition masterclass
Journal name Psychology of Music   Check publisher's open access policy
ISSN 1741-3087
0305-7356
Publication date 2016-07-01
Year available 2015
Sub-type Article (original research)
DOI 10.1177/0305735615594490
Open Access Status Not Open Access
Volume 44
Issue 4
Start page 830
End page 846
Total pages 17
Place of publication London, United Kingdom
Publisher Sage Publications
Collection year 2017
Language eng
Abstract Over recent decades music composition has occupied an increasingly prominent place in international school music curricula with a consequent expansion of opportunities for students and of research into classroom-based composition learning and teaching. Concurrently, creativity researchers have investigated the lives and work of past and living eminent composers. This study of an orchestral composers' school sits in the gap between research into school-age students' composition and studies of eminent composers. For non-neophyte, but not yet expert, students, the professional workshop offers a prime space for learning. Drawing on expertise theory, this case study examines practices of expert composers working with advanced composer-students in an orchestral workshop environment. Observation and interview methods were used during and after the workshop to gain insight into outward manifestations of teaching and learning and into longer-term perceptions and reflections. This article focuses on one setting: a masterclass in which expert composers and students discussed issues emerging from the first rehearsal of students' works. Findings suggest that, in this setting, teaching and learning strategies are characterized by modeling expert thinking, problem-finding, and sharing possibilities deemed promising based on experts' accumulated experience. By sharing from their more extensive experience, expert composers led students to consider additional dimensions in compositional decision-making, extending students' understandings of composing for orchestra to include not only nuanced technique, but also more insightful perceptions of professional orchestral culture.
Keyword Composition
Creativity
Expertise
Orchestras
Professional musician
Teaching
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Music Publications
 
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