Daniel, Ryan J., and Parkes, Kelly A. (2015) Assessment and critical feedback in the master-apprentice relationship: rethinking approaches to the learning of a music instrument. In: Lebler, Don, Carey, Gemma, and Harrison, Scott D., (eds.) Assessment in Music Education: from policy to practice. Landscapes: the arts, aesthetics and education (16). Springer, New York, NY, USA, pp. 107-124.

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Abstract

In higher music education institutions around the world, one-to-one teaching dominates the way in which students learn a music instrument. With the expert performer-teacher as centre of the learning process or master, students as apprentices are typically subjected to intensive weekly direction and feedback, frequently culminating in performance exams assessed by expert musicians. This form of learning features a mode of assessment which is predominantly one way, that is, the transmission of expectations and value judgments from master to apprentice, even if criteria are applied and aligned to learning outcomes during performance exams. This chapter examines the one-to-one lesson as a vehicle for enabling students to develop critical assessment and feedback skills, after which it seeks to theorise the need to reconsider the knowledge transfer, assessment and critical feedback systems of the one-to-one lesson. It also proposes a new conceptual model for the learning of a music instrument at the higher education level.

Item ID:	36017
Item Type:	Book Chapter (Research - B1)
ISBN:	978-3-319-10274-0
Keywords:	higher music education, one-to-one lessons, master-apprentice, music instruments, assessment as learning, reflection
Date Deposited:	18 Feb 2015 05:23
FoR Codes:	19 STUDIES IN CREATIVE ARTS AND WRITING > 1904 Performing Arts and Creative Writing > 190407 Music Performance @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930102 Learner and Learning Processes @ 100%
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