ERIC Number: EJ923558
Record Type: Journal
Publication Date: 2011-Mar
Abstractor: As Provided
Reference Count: N/A
Multiple Teachers: Multiple Gains?
British Journal of Music Education, v28 spec iss 1 p69-85 Mar 2011
This paper explores the concept of instrumental/vocal learning when studying the same instrument or voice with more than one concurrent teacher. In this context, teachers may be working as a team, or one or both teachers may not know of the other's contribution to a student's learning. Qualitative data from music students and teachers at the University of York sheds some light on this often hidden learning context. This paper examines students' reasons for studying with more than one teacher; their views on negotiating teacher demands; teacher-student-teacher dynamics; and assessment of the success of this context for learning. Teachers' views are considered through discussion of their attitudes to this context, and their evaluation of its effect on their teaching. Findings suggest that although there may be problems for students regarding issues of teacher loyalty and dealing with conflicting advice, there are also many benefits including exposure to a greater range of musical and technical ideas and added pedagogical insight. There are also potential benefits for teachers if they are working as a team.
Descriptors: Music Education, Music Teachers, College Students, College Faculty, Teacher Student Relationship, Student Attitudes, Teacher Attitudes, Foreign Countries
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)