Mastery, enjoyment, tradition and innovation: A reflective practice model for instrumental and vocal teachers

Parkinson, Tom (2014) Mastery, enjoyment, tradition and innovation: A reflective practice model for instrumental and vocal teachers. International Journal of Music Education, 34 (3). pp. 352-368. (doi:https://doi.org/10.1177/0255761414563196) (Full text available)

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Abstract

This article offers a model to assist music teachers in reflecting on their teaching practice in relation to their aims and values. Initially developed as a workshop aid for use on a music education MA program, the model is intended to provoke critical engagement with two prominent tensions in music education: that between mastery and enjoyment, and that between tradition and innovation. The experiential and theoretical bases of the model are discussed, and literature relating to the theoretical issues is reviewed. The design and application of the model are then outlined in detail, and explored through the perspectives of an international group of instrumental teachers. The model contributes to music education practice in three ways: as a workshop aid for music teacher trainers; as a versatile tool for instrumental teachers, assisting both critical reflection and teaching practice; and as an adaptable data collection instrument for future research in music education.

Item Type: Article
Uncontrolled keywords: aims and values, music education, instrumental pedagogy, reflective practice
Subjects: H Social Sciences
L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
M Music and Books on Music
M Music and Books on Music > M Music
M Music and Books on Music > MT Musical instruction and study
Divisions: Faculties > Social Sciences > School of Social Policy Sociology and Social Research
Depositing User: Tom Parkinson
Date Deposited: 31 Oct 2016 15:41 UTC
Last Modified: 19 May 2017 11:57 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/48572 (The current URI for this page, for reference purposes)
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