Journal article

A matter of presence: A qualitative study on teaching individual and collective music classes

A Schiavio, M Biasutti, D van der Schyff, R Parncutt

Musicae Scientiae | Sage Publications | Published : 2018

Abstract

In the current study, 11 expert music teachers were asked to reflect on their own practice and compare their experience of individual and collective teaching settings. Adopting an approach based on grounded theory, two interrelated themes were identified in the raw data: teaching issues and professional development. In both categories, the notion of ‘presence’ emerged as a defining feature of the comparison. Teachers reported to be less present in collective settings, whereas one would expect that the higher (cognitive, teaching, etc.) demands associated with more learners would result in teachers being instead more involved in the unfolding dynamics of the lesson. Inspired by the conceptual..

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Grants

Awarded by Austrian Science Fund (FWF)


Funding Acknowledgements

The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: A. S. is supported by a Lise Meitner Postdoctoral Fellowship granted by the Austrian Science Fund (FWF): project number M2148. D. v.d. S. is supported by a postdoctoral fellowship granted by the Social Sciences and Humanities Research Council of Canada.