Expertise in applied studio teaching: Teachers working with multiple levels of learners

One-to-one lessons are ubiquitous in music education, and thus understanding the components of effective teaching in this environment is essential for student learning. This study explored whether the teaching elements identified in previous studies were evident with applied music teachers working w...

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Bibliographic Details
Published inInternational journal of music education Vol. 38; no. 2; pp. 283 - 298
Main Author Blackwell, Jennifer
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.05.2020
SAGE PUBLICATIONS, INC
Subjects
Adolescents
Advanced Students
Coaching
Coaching (Performance)
Error Correction
Expertise
Feedback
Feedback (Response)
Graduate Students
Modeling (Psychology)
Music
Music Education
Music Teachers
Proximity
Teacher Behavior
Teacher Effectiveness
Teacher Student Relationship
Teachers
Teaching
Undergraduate Students
Indiana
Michigan
rapport
Effective teaching
expertise
studio teaching
teaching behavior
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Summary:One-to-one lessons are ubiquitous in music education, and thus understanding the components of effective teaching in this environment is essential for student learning. This study explored whether the teaching elements identified in previous studies were evident with applied music teachers working with both college and pre-college students, and if those elements differed as a function of the level of the students. In addition, these teachers were asked to provide commentary on what they deemed important to effective studio teaching. I examined video recordings of 18 lessons given by two applied teachers who had received formal recognition for outstanding teaching. Many of the observations in this study were consistent with previous findings; however, higher rates of low magnitude positive feedback and student errors that did not elicit stops were present. One element regarding physical proximity was added. The findings indicate important differences in the way these teachers approach students at different levels, particularly regarding side coaching during performance, teacher modeling, feedback, and correction of errors. Participants also emphasized the importance of rapport and positive relationships.
ISSN:0255-7614
1744-795X
DOI:10.1177/0255761419898312