Developing teacher identity among music performance students
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The mythologised image of the musician as performer often contradicts the reality. This article reports initial results from a study that used learner-generated drawings and journal reflections with music performance majors as a means to examine emerging perceptions of music teaching. Whilst initial drawings illustrated traditional images of the teacher as knowledge giver, these gave way to more fluid and student-centred images in which students appeared to identify with teaching in new ways. The combination of textual and non-textual data provided insights that would not otherwise have been evident, and the broad consideration of 'possible selves' became a useful tool in the explorations of identity and career.
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North, Adrian; Hargreaves, David; Hargreaves, J. (2004)The value of music in people’s everyday lives depends on the uses they make of it and the degree to which they engage with it, which are in turn dependent on the contexts in which they hear it. Very few studies have ...
North, Adrian; Hargreaves, David (2000)Effects of the listening context on responses to music largely have been neglected despite the prevalence of music listening in our everyday lives. This article reports 2 studies in which participants (college students) ...
The association of music experience, pattern of practice and performance anxiety with playing-related musculoskeletal problems (PRMP) in children learning instrumental musicRanelli, Sonia; Smith, Anne; Straker, Leon (2015)There is evidence supporting the social and cognitive benefits of music education. However aspects of music practice, such as an increase in frequency and intensity of practice, are associated with playing-related ...