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    Performing a metamorphosis: a teaching performer or performing teacher?

    20864_downloaded_stream_320.pdf (99.99Kb)
    Access Status
    Open access
    Authors
    Stanberg, A.
    Bennett, Dawn
    Date
    2006
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    Stanberg, Andrea and Bennett, Dawn. 2006. : Performing a metamorphosis: a teaching performer or performing teacher?, in Odam, George (ed), The Reflective Conservatoire: Apprentices and Sorcerers?, 16-18 Feb 2006. Guildhall School of Music and Drama: Guildhall School of Music and Drama, London.
    Source Title
    The Reflective Conservatoire: Apprentices and Sorcerers?
    Source Conference
    The Reflective Conservatoire: Apprentices and Sorcerers?
    Faculty
    Division of Humanities
    Faculty of Media, Society and Culture
    Faculty of Media, Society and Culture (MSC)
    URI
    http://hdl.handle.net/20.500.11937/16415
    Collection
    • Curtin Research Publications
    Abstract

    The notion of a teaching artist has gained considerable popularity amongst freelance musicians seeking increased employment and performance experiences. This paper presents findings from the first phase of a longitudinal study which explored a shift in identity from performer to teacher as a professional percussionist retrained to become a classroom music teacher. Aiming to identify the effect that formal teacher training had upon the teaching artist, the study considered: 1) the inter-relationships between teaching and performance roles; 2) the rationale for a change in role; and 3) the balance between the two identities. Using a case study approach, the study comprised of interviews and observation of teaching practice. The participant demonstrated characteristics typical of a career change such as a desire to maintain more regular hours and income, and also a positive rationale for adopting a teaching role following positive teaching artist encounters. Findings emphasise the need for educators to be conversant with the emotional and educational needs of the growing numbers of performers who undertake teacher training so that teacher identity can develop through positive interactions with teaching and communicating music.

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