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Mentoring and musicians: How mentors...

Shaddy, John Joseph.

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Mentoring and musicians: How mentors and proteges in a conservatory of music experience and make meaning of their mentoring relationships (New York City).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Mentoring and musicians: How mentors and proteges in a conservatory of music experience and make meaning of their mentoring relationships (New York City)./
作者:	Shaddy, John Joseph.
面頁冊數:	482 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1561.
Contained By:	Dissertation Abstracts International64-05A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3091291

Mentoring and musicians: How mentors and proteges in a conservatory of music experience and make meaning of their mentoring relationships (New York City).
Shaddy, John Joseph.

Mentoring and musicians: How mentors and proteges in a conservatory of music experience and make meaning of their mentoring relationships (New York City). - 482 p.

Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1561.

Thesis (Ed.D.)--Columbia University Teachers College, 2003.

While much has been written about mentoring as a career enhancement strategy within the fields of business and management, mentoring has not been seriously investigated within the performing arts. This study sought to discover and understand the ways in which mentors and proteges in a conservatory of music experience and make meaning of their mentoring relationships. The experiences, perceptions, desires, expectations, and motivations of mentors and proteges were explored.Subjects--Topical Terms:

543175
Education, Higher.

Mentoring and musicians: How mentors and proteges in a conservatory of music experience and make meaning of their mentoring relationships (New York City).
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245 1 0 $a Mentoring and musicians: How mentors and proteges in a conservatory of music experience and make meaning of their mentoring relationships (New York City).
300 $a 482 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1561.
500 $a Sponsor: L. Lee Knefelkamp.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2003.
520 $a While much has been written about mentoring as a career enhancement strategy within the fields of business and management, mentoring has not been seriously investigated within the performing arts. This study sought to discover and understand the ways in which mentors and proteges in a conservatory of music experience and make meaning of their mentoring relationships. The experiences, perceptions, desires, expectations, and motivations of mentors and proteges were explored.
520 $a In this descriptive study mentoring was investigated from the perspectives of both mentors and proteges engaged in mentoring relationships at various stages. The research sample was drawn from students and faculty at Manhattan School of Music. Both the research site and sample were achieved through purposeful sampling techniques. Qualitative data collected over a four month period were obtained through indepth biographical interviews with a sample of nine participants consisting of five mentors and four proteges. Interviews were audiotaped with the written consent of participants. Relevant data were abstracted from the transcript.
520 $a The application of two complementary levels of analysis produced (1) richly descriptive profiles of each of the nine participants, and (2) a list of themes, their definitions, and data excerpts illustrating the themes. Research findings revealed factors influencing and contributing to the selection of mentors and proteges; the varieties of expectations each participant of the relationship has for the other; the various roles and functions of mentors and proteges; the types of events and circumstances of the lessons; ways in which mentoring relationships evolve over time; and ways in which mentors and proteges perceive their lives changing because of their mentoring relationships.
520 $a Mentors acted as exemplars and role models while performing the functions of teaching, empowering, promoting, and counseling within a caring and supportive environment. Emulating their mentors' artistic and personal characteristics, proteges acted as learners committed to work so as to merit continued attention from their mentors. The evolution of relationships were characterized by increased mutuality between mentors and proteges. While both mentors and proteges experienced identity development, mentors experienced generativity by expressing care for the next generation, and by transmitting traditions and legacies inherited from their own mentors.
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