What does research-led teaching mean for music performance programs? Students and educators perspectives from Swedish higher music education

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of Music Education Pub Date : 2024-07-28 DOI:10.1177/02557614241268286

Sam de Boise

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Abstract

Higher music education (HME) institutions, globally, have increasingly been expected to incorporate research into teaching in music performance programs (MPPs). This feature of “musical academization” arguably conflicts with a longstanding focus on the development of practical playing skills as part of a music performance education. Whilst academic literature has outlined how to conduct research supervision in performance programs at universities, the question of how students and educators understand research-led teaching and implementation strategies is lacking. This article highlights challenges to implementing research-led teaching in HME, exploring how research and research-led teaching is understood and implemented in MPPs at a medium sized Swedish university. Drawing on 13 semi-structured interviews with students and educators across different MPPs, it asks: (1) how are research and research-led teaching conceptualized and understood amongst music performance students and educators? and (2) what do students and educators see as the potential of research-led teaching for MPPs specifically? The article divides research in music performance programs into three themes: research as a noun, research-competent educators, and student-centered artistic research. Through this, the article informs discussions relating to implementing research in HME and to demonstrate students and educators’ perspectives on the value of research-led teaching in music performance programs.

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研究导向型教学对音乐表演课程意味着什么？瑞典高等音乐教育中学生和教育工作者的观点

全球高等音乐教育（HME）机构越来越多地将研究融入音乐表演课程（MPPs）的教学中。这种 "音乐学术化 "的特点与长期以来音乐表演教育中注重培养实际演奏技能的理念相冲突。虽然学术文献概述了如何在大学表演专业中开展研究督导，但对于学生和教育工作者如何理解研究引导型教学和实施策略的问题却缺乏研究。本文强调了在高等音乐教育中实施研究引导型教学所面临的挑战，探讨了瑞典一所中等规模大学的音乐专业如何理解和实施研究及研究引导型教学。文章通过对不同音乐表演专业的学生和教育工作者进行的 13 次半结构式访谈，提出了以下问题：(1) 音乐表演专业的学生和教育工作者是如何理解研究和研究引导型教学的？文章将音乐表演课程中的研究分为三个主题：作为名词的研究、具有研究能力的教育者以及以学生为中心的艺术研究。通过这些主题，文章为在高等音乐教育中实施研究的相关讨论提供了信息，并展示了学生和教育工作者对音乐表演课程中以研究为主导的教学价值的看法。

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.