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The performer as teacher.

Aureden, Elizabeth Grace.

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The performer as teacher.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The performer as teacher./
作者:	Aureden, Elizabeth Grace.
面頁冊數:	240 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0499.
Contained By:	Dissertation Abstracts International67-02A.
標題:	Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3207032
ISBN:	9780542559808

The performer as teacher.
Aureden, Elizabeth Grace.

The performer as teacher. - 240 p.

Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0499.

Thesis (Ed.D.)--Harvard University, 2006.

Performance is the central activity of classical music, and the ideals of performance profoundly shape the training of classical musicians in conservatories of music. The studio lesson---a weekly hour long interaction between a teacher and a student---is the principal element of the conservatory education. The context of the studio lesson represents a unique and complex learning environment. It is unique because of its one-on-one nature, and it is complex because teacher and student must simultaneously negotiate meaning through a musical instrument, through a musical text, through themselves, and through each other. During the studio lesson, the teacher focuses the student not only on developing a particular approach to technical mastery of an instrument but also on learning to interpret musical texts in order to express this understanding through technically facile and expressive performance.

ISBN: 9780542559808Subjects--Topical Terms:

516178
Music.

The performer as teacher.
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500 $a Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0499.
500 $a Adviser: Jessica Hoffman Davis.
502 $a Thesis (Ed.D.)--Harvard University, 2006.
520 $a Performance is the central activity of classical music, and the ideals of performance profoundly shape the training of classical musicians in conservatories of music. The studio lesson---a weekly hour long interaction between a teacher and a student---is the principal element of the conservatory education. The context of the studio lesson represents a unique and complex learning environment. It is unique because of its one-on-one nature, and it is complex because teacher and student must simultaneously negotiate meaning through a musical instrument, through a musical text, through themselves, and through each other. During the studio lesson, the teacher focuses the student not only on developing a particular approach to technical mastery of an instrument but also on learning to interpret musical texts in order to express this understanding through technically facile and expressive performance.
520 $a Within the culture of conservatory education, the most sought after teachers generally have established reputations as both extraordinary performers and teachers. Yet, the transference of the knowledge base regarding the expert pedagogy of great performers exists almost entirely as an informal oral tradition passed from these teachers on to their students. Consequently, the purpose of this study was to examine closely the interactions of one expert teacher---the cellist Paul Katz---and his students in order to better understand pedagogy that is informed by musical performance and used to guide students towards the goal of independent artistry.
520 $a This qualitative study relied upon three primary sources of data: (1) participant observation of lessons, (2) participant interviews, and (3) videotaping of lessons, three of which were subsequently reviewed by and reflected upon by Katz and three student subjects. This third source of data collection, eliciting the participant's own responses and perspectives as he or she observed the teaching and learning occurring, is a unique component distinguishing the methodological design of this research. The presentation of this research in the thesis relies upon detailed ethnographic description and analysis of how Katz's pedagogy of awareness shapes a teaching and learning process emphasizing inquiry, collaboration, and conscious reflection on experience.
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