Challenging the learning of teaching: Perspectives on the influence of popular music pedagogy in tertiary music education

Lebler, Don, Ballantyne, Julie, Harrison, Scott and Carey, Gemma (2009). Challenging the learning of teaching: Perspectives on the influence of popular music pedagogy in tertiary music education. In: Proceedings of the Reflective Conservatoire Conference 2009. Reflective Conservatoire Conference 2009: Building Connections, London, U.K., (---). 28 February - 3 March 2009.


Author Lebler, Don
Ballantyne, Julie
Harrison, Scott
Carey, Gemma
Title of paper Challenging the learning of teaching: Perspectives on the influence of popular music pedagogy in tertiary music education
Conference name Reflective Conservatoire Conference 2009: Building Connections
Conference location London, U.K.
Conference dates 28 February - 3 March 2009
Proceedings title Proceedings of the Reflective Conservatoire Conference 2009
Place of Publication London, U.K.
Publisher Guildhall School of Music and Drama
Publication Year 2009
Sub-type Fully published paper
Start page -
End page -
Total pages -
Language eng
Abstract/Summary Tertiary music studies have come under little scrutiny since the establishment of the conservatoire in the mid-nineteenth century. The master-apprentice model and lecture-based paradigms have undergone cosmetic alteration with the advent of the digital age, but the basic premise of a learning process that accepts a recognised performer-teacher model has not undergone significant critical review. Challenging the traditional approaches to music pedagogy is essential; particularly in schools where popular music learning is increasingly becoming the norm. This paper reports on the preliminary phases of a project that investigates “popular music pedagogy” in tertiary music settings. The aim of the project was to enhance students’ experiences and encourage a questioning of traditional music education pedagogy models. In this pilot, Bachelor of Education students “learnt” their choice of instrument in an informal setting alongside Bachelor of Popular Music students. Focus groups were conducted in which each of these cohorts reflected on their experiences of the activity. In addition, Bachelor of Music pedagogy students have had an opportunity to observe video of these focus groups and express their understandings of these popular music interactions. Students reflect on how their perceptions changed in relation to the nature of music in education, approaches to the “teaching” of music and the role of student voice in the classroom. While the data analysis is in its infancy, there are indications that the accepted historically-validated pedagogical processes are significantly confronted by new pedagogies that allow for peer interaction in “teaching” process, evaluation and content. The acceptance of performer-teacher as “keeper of knowledge” is disrupted, while facilitator and mentor roles are developed for the purpose of enhancing student outcomes. The project is of enormous significance for the music profession, where favoured graduates are the few high-level performers and the majority of students never work in their chosen field.
Subjects 1302 Curriculum and Pedagogy
130201 Creative Arts, Media and Communication Curriculum and Pedagogy
1303 Specialist Studies in Education
Keyword Popular music
Pedagogy
Tertiary music education
Q-Index Code EX
Q-Index Status Provisional Code

 
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Created: Tue, 17 Nov 2009, 11:59:32 EST by Elissa Saffery on behalf of School of Music