Hostname: page-component-7dd5485656-zklqj Total loading time: 0 Render date: 2025-10-31T22:24:02.319Z Has data issue: false hasContentIssue false
  • English
  • Français

Observational learning in the music masterclass

Published online by Cambridge University Press:  28 August 2013

Elizabeth Haddon
Elizabeth Haddon*
Affiliation:
Music Department, University of York, Heslington, York YO10 5DD, UKliz.haddon@york.ac.uk
Get access Rights & Permissions [Opens in a new window]

Abstract

This article contributes to research on music masterclasses through examining learning through observation. It investigates how students are learning as observers in this context; whether and how they will transfer their masterclass learning to their own instrumental/vocal development, and whether they have discussed learning through observation. Data were gathered from higher education students observing two masterclasses. Their responses indicate observation of technical, musical, performative and pedagogic elements. However, they also suggest limited discussion of observation and of the processes involved in implementing observational learning within their own work. The findings suggest that there is scope for enhanced learning in the masterclass, including developing perception through facilitated engagement with systematic observation and consideration of processes of transferable learning. These may have positive implications for extending learning in other contexts.

Information

Type
Research Article
Information
British Journal of Music Education , Volume 31 , Issue 1 , March 2014 , pp. 55 - 68
Copyright
Copyright © Cambridge University Press 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

BANDURA, A. (1974) Behavior theory and the models of man. American Psychologist, 29, 859–869.CrossRefGoogle Scholar
BEHESHTI, S. (2009) Improving studio music teaching through understanding learning styles. International Journal of Music Education, 27, 107–115.CrossRefGoogle Scholar
BLAIR, D. (2008) Mentoring novice teachers: developing a community of practice. Research Studies in Music Education, 30, 99–117.CrossRefGoogle Scholar
BLOM, D. & POOLE, K. (2004) Peer assessment of tertiary music performance: opportunities for understanding performance assessment and performing through experience and self-reflection. British Journal of Music Education, 21, 111–125.CrossRefGoogle Scholar
CLEMENTS, A. C. & KLINGER, R. (2010) A Field Guide to Student Teaching in Music. New York, NY: Routledge.CrossRefGoogle Scholar
COLLINGWOOD, J. (2007) Researchers explain how we learn by observation. Psych. Central. Available from: <http://psychcentral.com/lib/2007/researchers-explain-how-we-learn-by-observation/>>Google Scholar
CONNOR, M. (1994) Training the Counsellor: An Integrative Model. London: Routledge.Google Scholar
CONWAY, C. M. (1999) The development of teaching courses for instrumental music methods courses. Journal of Research in Music Education, 47, 343–356.CrossRefGoogle Scholar
CONWAY, C. M. & HODGMAN, T. M. (2010) Teaching Music in Higher Education. Oxford: Oxford University Press.Google Scholar
COX, R., PANG, J., LEE, J. R., RABOLD, S., VARLEY, R., HOBEN, K, MORRIS, J. & HOWARTH, B. (2008) Vicarious learning and case-based teaching: developing health science students’ clinical reasoning skills. Teaching and Learning Research Briefing, October 2008, Number 54. Available from:<http://www.tlrp.org/pub/documents/CoxRB54final.pdf>>Google Scholar
CRAIG, S. D., VANLEHN, K., GADGIL, S. & CHI, M. (2007) Learning from collaboratively observing videos during problem solving with Andes. In Proceedings of the 2007 Conference on Artificial Intelligence in Education: Building technology rich learning contexts that work, pp. 554–556. Amsterdam: IOS Press.Google Scholar
CREECH, A., GAUNT, H., HALLAM, S. & ROBERTSON, L. (2009) Conservatoire students’ perceptions of master classes. British Journal of Music Education, 26, 315–331.CrossRefGoogle Scholar
DANIEL, R. (2001) Self-assessment in performance. British Journal of Music Education, 18, 215–226.CrossRefGoogle Scholar
DANIEL, R. (2004 a) Peer assessment in musical performance: the development, trial and evaluation of a methodology for the Australian tertiary environment. British Journal of Music Education, 21, 89–110.CrossRefGoogle Scholar
DANIEL, R. (2004 b) Innovations in piano teaching: a small-group model for the tertiary level. Music Education Research, 6, 23–43.CrossRefGoogle Scholar
DANIEL, R. (2006) Exploring music instrument teaching and learning environments: video analysis as a means of elucidating process and learning outcomes. Music Education Research, 8, 191–215.CrossRefGoogle Scholar
DAVIS, R. & PULMAN, M. (2001) Raising standards in performance. British Journal of Music Education, 18, 251–259.CrossRefGoogle Scholar
DENSCOMBE, M. (2003) The Good Research Guide for Small-scale Social Research Projects. Maidenhead: Open University Press.Google Scholar
DUKE, R. A. & PRICKETT, C. A. (1987) The effect of differentially focused observation on evaluation of instruction. Journal of Research in Music Education, 35, 27–37.CrossRefGoogle Scholar
EKEN, D. K. (1999) Through the eyes of the learner: learner observations of teaching and learning. ELT Journal, 53/4. Available from: <http://eltj.oxfordjournals.org/>Google Scholar
FREY, S. H. & GERRY, V. E. (2006) Modulation of neural activity during observational learning of actions and their sequential orders. Journal of Neuroscience, 26, 13194–13201.CrossRefGoogle ScholarPubMed
GONZO, C. & FORSYTHE, J. (1976) Developing and using videotapes to teach rehearsal techniques and principles. Journal of Research in Music Education, 24, 32–41.CrossRefGoogle Scholar
GREEN, L. (2002) How Popular Musicians Learn: A Way Ahead for Music Education. Aldershot: Ashgate.Google Scholar
GREENE, H. C. (2009) Multimedia observations: examining the roles and learning outcomes of traditional, CD-Rom based, and videoconference observations in pre-service teacher education. Current Issues in Education, 11 (3).Google Scholar
HANKEN, I. M. (2008) Teaching and learning music performance: the master class. Finnish Journal of Music Education, 11, 26–36.Google Scholar
HANKEN, I. M. (2010) The benefits of the master class: the masters’ perspective. Nordic Research in Music Education Yearbook, 12, 149–160.Google Scholar
HANKEN, I. M. & LONG, M. (2012) Master classes – what do they offer? Norwegian Academy of Music. <http://brage.bibsys.no/nmh/bitstream/URN:NBN:no-bibsys_brage_34833/1/Hanken_Long_2012.pdf>>Google Scholar
HOBART, C. & FRANKEL, J. (2009) A Practical Guide to Child Observation and Assessment. 4th edition. Cheltenham: Nelson Thornes.Google Scholar
HOSKYNS, S. (2002) Evolving a capacity for wondering: the development of observation and listening skills. In Bunt, L. & Hoskyns, S. (Eds), The Handbook of Music Therapy, pp. 167–188. Hove: Brunner-Routledge.Google Scholar
HOUGH, M. (2010) Counselling Skills and Theory. 3rd edition. Bodmin: Hodder Education.Google Scholar
HUNTER, D. (1999) Developing peer-learning programmes in music: group presentations and peer assessment. British Journal of Music Education, 16, 51–63.CrossRefGoogle Scholar
HUNTER, D. & RUSS, M. (1996) Peer assessment in performance studies. British Journal of Music Education, 13, 67–78.CrossRefGoogle Scholar
IACOBONI, M., WOODS, R. P., BRASS, M., BEKKERING, H., MAZZIOTTA, J. & RIZZOLATTI, G. (1999) Cortical mechanisms of human imitation. Science, 286, 2526–2528.CrossRefGoogle ScholarPubMed
IACOBONI, M., MOLNAR-SZAKACS, I., GALLESE, V., BUCCINO, G., MAZZIOTTA, J. C. & RIZZOLATTI, G. (2005) Grasping the intentions of others with one's own mirror neuron system. PLoS Biology, 3, e79.Google Scholar
JOHNSTON, H. (1993) The use of video self-assessment, peer-assessment and instructor feedback in evaluating conducting skills in music student teachers. British Journal of Music Education, 10, 57–63.CrossRefGoogle Scholar
JØRGENSEN, H. (2000) Student learning in higher instrumental education: Who is responsible? British Journal of Music Education, 17, 67–77.CrossRefGoogle Scholar
KRÜGER, S. (2008) Ethnography in the Performing Arts: A Student Guide. A report for PALATINE, available from The Higher Education Academy. <http://www-new1.heacademy.ac.uk/assets/Documents/subjects/palatine/Ethnography-in-the-Performing-Arts-A-Student-Guide.pdf>>Google Scholar
LANCASTER, H. (2008) Virtually there: a review of some current approaches to the use of technology in Australian programs designed for training professional musicians. In Bennett, D. & Hannan, M. (Eds), Inside, Outside, Downside, Up: Conservatoire Training and Musicians’ Work, pp. 171–180. Perth: Black Swan Press.Google Scholar
LAVE, J. & WENGER, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
LEVINE, H. G., GALLIMORE, R., WEISNER, T. S. & TURNER, J. L. (1980) Teaching participant-observation research methods: a skills building approach. Anthropology and Education Quarterly, 11, 38–54.CrossRefGoogle Scholar
LONG, M., HALLAM, S., CREECH, A., GAUNT, H. & ROBERTSON, L. (2011 a) Do prior experience, gender, or level of study influence music students’ perspectives on master classes? Psychology of Music, published online 13 April 2011. <http://pom.sagepub.com/content/early/2011/04/08/0305735610394709>>Google Scholar
LONG, M., GAUNT, H., HALLAM, S. & CREECH, A. (2011 b) Mapping master classes: format, content and style. A report for PALATINE. <www.heacademy.ac.uk/resources/detail/disciplines/dance-drama-music/ddmupdatenov#mapping>>Google Scholar
LONG, M. (2012) Mapping master classes: format, content and style. Paper given at The Reflective Conservatoire Conference: Performing at the Heart of Knowledge. London: Guildhall School of Music and Drama, 17–20 March.Google Scholar
LONG, M., CREECH, A., GAUNT, H., HALLAM, S. & ROBERTSON, L. (2012) Blast from the past: Conservatoire students’ experiences and perceptions of public master classes. Musicae Scientiae, 16, 286–306.CrossRefGoogle Scholar
MAYES, J. T., DINEEN, F., MCKENDRIE, J. & LEE, J. (2001) Learning from watching others learn. In Steeples, C. & Jones, C. (Eds), Networked Learning: Perspectives and Issues. London: Springer. <http://www.sussex.ac.uk/Users/richc/vl-patsy/Mayesetal2001.pdf>Google Scholar
MIETTINEN, R. (2000) The concept of experiential learning and John Dewey's theory of reflective thought and action. International Journal of Lifelong Education, 19, 54–72.CrossRefGoogle Scholar
MIRANDA, M. L., ROBBINS, J. & STAUFFER, S. (2007) Seeing and hearing music teaching and learning: transforming classroom observations through ethnography and portraiture. Research Studies in Music Education, 28, 3–21.CrossRefGoogle Scholar
MORRIS, C. (2003) Teaching and learning through active observation (revised McKim, 2007). <www.faculty.londondeanery.ac.uk/e-learning/feedback/files/T-L_through_active_observation.pdf>>Google Scholar
OSTERMAN, K. F. & KOTTKAMP, R. B. (2004) Reflective Practice for Educators. 2nd edition. London: Kogan Page.Google Scholar
POPPER, K. (1963) Conjectures and Refutations. London: Routledge & Kegan Paul.Google Scholar
RIDDALL-LEECH, S. (2010) How to Observe Children. 2nd edition. Oxford: Heinemann.Google Scholar
ROBERTS, D. (2010) Vicarious learning: a review of the literature. Nurse Education in Practice, 10, pp. 13–16.CrossRefGoogle ScholarPubMed
SCHÖN, D. A. (1987) Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass Publishers.Google Scholar
STENNING, K., MCKENDREE, J., LEE, J. & COX, R. (1999) Vicarious learning from educational dialogue. In Hoadley, C. & Roschelle, J. (Eds), Proceedings of the Computer Support for Collaborative Learning (CSCL) 1999 Conference, December 12–15. Stanford University, Palo Alto, CA. Mahwah, NJ: Lawrence Erlbaum Associates. <http:/www.gerrystahl.net/proceedings/cscl1999/A43/A43.HTM>Google Scholar
TAYLOR, H. (2001) Alfred Cortot. Piano, 9, 29–30.Google Scholar
WALKER, A. (2009) Liszt as Teacher. Grove Music Online. <http://www.oxfordmusiconline.com>>Google Scholar
WENGER, E. (2006) Communities of practice: a brief introduction. <http://www.ewenger.com/theory/>>Google Scholar