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Knutsson, Ida – British Journal of Music Education, 2023
Group teaching is rapidly spreading across the world, but little research has been conducted to investigate its impact on students' musical abilities in comparison to inclusion in group tuition contexts. This article investigates how music teachers from the classical orchestra instrumental tradition discuss group tuition. Three focus group…
Descriptors: Group Instruction, Music Education, Music Teachers, Music Activities
Bjerstedt, Sven – British Journal of Music Education, 2016
Theoretical approaches to learning in practice-based jazz improvisation contexts include situated learning and ecological perspectives. This article focuses on how interest-driven, self-sustaining jazz learning activities can be matched against the concepts of stolen knowledge (Brown & Duguid, 1996) and landscape of learning (Bjerstedt, 2014).…
Descriptors: Music Education, Music, Creative Activities, Music Activities
Wallerstedt, Cecilia; Lindgren, Monica – British Journal of Music Education, 2016
Music education in formal settings has the last decades been characterised by informal methods borrowed from outside school. In this study we analyse situations in Swedish secondary school where pupils' experience of music outside school becomes visible in music class. Pedagogical challenges in these situations are identified that concern how to…
Descriptors: Music Education, Foreign Countries, Secondary School Students, Informal Education
Parkes, Kelly A.; Daniel, Ryan – British Journal of Music Education, 2013
The purpose of this study was to explore why highly trained musicians choose to teach in higher education. An international population from nine countries of music instrument teachers was sampled via online survey, to determine their reasons for teaching in higher education. Motivational constructs from the expectancy-value framework were used,…
Descriptors: Music Education, Musicians, Online Surveys, Music Teachers
Finnäs, Leif – British Journal of Music Education, 2006
Fifteen-sixteen years old Fenno-Swedish compulsory school pupils' written descriptions of "strong" experiences were used for comparing (a) the frequency of experiences related to music and to other aesthetic areas (literature, drama etc.) and (b) the frequencies of music experiences related to different basic modes of confronting music:…
Descriptors: Foreign Countries, Music Education, Aesthetics, Middle School Students