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- W4225575498 abstract "Abstract This article presents some arguments in favour of a student-centred learning and teaching approach for higher music education (HME), with specific reference to conservatoire settings in the United Kingdom. In support of student-centred pedagogy, theoretical modelling is undertaken to offer a model of motivation accounting for both individual and group learning environments, thus drawing together diverse pedagogical research into learner “self-efficacy,” “distributive” classroom agency and partnership models of learning and teaching. Based on the author’s own teaching practice with MA Music students at Leeds Conservatoire, two student-centred classroom strategies are outlined: Critical Response Process (CRP) and practice as research. These strategies are evaluated via theoretical and, in the case of CRP, primary research data from a questionnaire presented to MA Music students reflecting on their experience. Finally, an overarching student-centred framework for HME course design is proposed, cross-mapping different learning activities, knowledge paradigms and forms of motivation based on the previous discussion." @default.
- W4225575498 created "2022-05-05" @default.
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- W4225575498 date "2022-04-06" @default.
- W4225575498 modified "2023-09-30" @default.
- W4225575498 title "Student-centred strategies for higher music education: using peer-to-peer critique and practice as research methodologies to train conservatoire musicians" @default.
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- W4225575498 doi "https://doi.org/10.1017/s0265051722000080" @default.
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