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

• Published in: International journal of music education Vol. 38; no. 2; pp. 283 - 298
• Main Author: Blackwell, Jennifer
• Format: Journal Article
• Language: English
• 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
• DOI: 10.1177/0255761419898312
• ISSN: 0255-7614

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.