TY - JOUR
T1 - Isolation in studio music teaching: The secret garden
AU - Burwell, Kim
AU - Carey, Gemma
AU - Bennett, Dawn
N1 - Funding Information:
Currently, students have more opportunity to meet, share and collaborate than their studio teachers, and institutions should take responsibility for opening the spaces needed for teachers to optimise their own participation in its communities of practice. Funding is again a consideration, and institutions do not always give priority to the financial support of professional development activity, particularly of peripheral members (Spencer, 2015: 77). For private and hourly-paid teachers, a desire to attend PD events has to be balanced against the cost of taking time out from paid work, and activities scheduled outside of normal business hours often occur at the very time in which many studio teachers are working. This is a challenge that must be overcome: digital technologies will prove invaluable in providing information and points of contact among studio teachers, and annual events can help to keep them appraised of evolving course requirements and assessment procedures – not to mention the evolving nature of higher education, and its relationship with the broader cultural industries.
Publisher Copyright:
© The Author(s) 2017.
Copyright:
Copyright 2019 Elsevier B.V., All rights reserved.
PY - 2019/10/1
Y1 - 2019/10/1
N2 - In comparison with classroom settings that are more accessible to the scrutiny of researchers and institutional monitoring, the one-to-one setting of instrumental and vocal studio teaching has been described as a ‘secret garden’. The physical isolation of the music studio has deep roots within the traditions of apprenticeship and embodies aspects of conservatoire culture that are sometimes carried over into other musical styles. With a focus on higher education, this paper explores the nature and significance of isolation for the studio, alongside some of the benefits, limitations, and challenges that it offers. The authors contend that the physical disposition of the studio within the institution gives implicit support to the attitudes and assumptions that sustain traditional approaches to music performance teaching, and that making them explicit can help to open those approaches to further challenge, review and development.
AB - In comparison with classroom settings that are more accessible to the scrutiny of researchers and institutional monitoring, the one-to-one setting of instrumental and vocal studio teaching has been described as a ‘secret garden’. The physical isolation of the music studio has deep roots within the traditions of apprenticeship and embodies aspects of conservatoire culture that are sometimes carried over into other musical styles. With a focus on higher education, this paper explores the nature and significance of isolation for the studio, alongside some of the benefits, limitations, and challenges that it offers. The authors contend that the physical disposition of the studio within the institution gives implicit support to the attitudes and assumptions that sustain traditional approaches to music performance teaching, and that making them explicit can help to open those approaches to further challenge, review and development.
UR - http://www.scopus.com/inward/record.url?scp=85062676257&partnerID=8YFLogxK
U2 - 10.1177/1474022217736581
DO - 10.1177/1474022217736581
M3 - Article
AN - SCOPUS:85062676257
SN - 1474-0222
VL - 18
SP - 372
EP - 394
JO - Arts and Humanities in Higher Education
JF - Arts and Humanities in Higher Education
IS - 4
ER -