The Practicing Workshop: A Development Project.
Identifieur interne : 000453 ( Main/Exploration ); précédent : 000452; suivant : 000454The Practicing Workshop: A Development Project.
Auteurs : Guro Gravem Johansen [Norvège] ; Siw Graabr K Nielsen [Norvège]Source :
- Frontiers in psychology [ 1664-1078 ] ; 2019.
Abstract
In music academies and conservatoires, the culture of teaching and learning seems to nurture individuality and hierarchic structures at the cost of collaboration and sense of community. This could indicate a privatized conception of teaching and learning musical skills. As current research suggest that students' learning may benefit from collaborative learning with their peers, the present article addresses music performance students' understanding of the learning potential from participating in a specific social learning context. The study investigated students' perceptions of outcomes from participating in a practicing workshop in a music academy, on both an individual and social level. The workshop aimed at helping music performance students develop their understanding of instrumental practicing. The course allowed for sharing ideas and experiences, and for collaborative exploration, discussion, and reflection. We conducted qualitative interviews with five volunteering students that had followed the workshop. Although identifying direct outcomes of the workshop in general proved to be difficult, we found that the students reported positive learning experiences from planning, implementing, and presenting their individual development projects, and that their awareness of variations in the group strengthened their confidence in how they tailored their own individual practicing. However, they also described more mixed outcomes in relation to learning about practicing directly from other students. The study also revealed that just providing a group forum for students does not in itself lead to positive learning experiences. Implications of the study are discussed.
DOI: 10.3389/fpsyg.2019.02695
PubMed: 31866901
PubMed Central: PMC6910069
Affiliations:
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This could indicate a privatized conception of teaching and learning musical skills. As current research suggest that students' learning may benefit from collaborative learning with their peers, the present article addresses music performance students' understanding of the learning potential from participating in a specific social learning context. The study investigated students' perceptions of outcomes from participating in a practicing workshop in a music academy, on both an individual and social level. The workshop aimed at helping music performance students develop their understanding of instrumental practicing. The course allowed for sharing ideas and experiences, and for collaborative exploration, discussion, and reflection. We conducted qualitative interviews with five volunteering students that had followed the workshop. Although identifying direct outcomes of the workshop in general proved to be difficult, we found that the students reported positive learning experiences from planning, implementing, and presenting their individual development projects, and that their awareness of variations in the group strengthened their confidence in how they tailored their own individual practicing. However, they also described more mixed outcomes in relation to learning about practicing directly from other students. The study also revealed that just providing a group forum for students does not in itself lead to positive learning experiences. Implications of the study are discussed.</div></front></TEI><pubmed><MedlineCitation Status="PubMed-not-MEDLINE" Owner="NLM"><PMID Version="1">31866901</PMID><DateRevised><Year>2020</Year><Month>10</Month><Day>01</Day></DateRevised><Article PubModel="Electronic-eCollection"><Journal><ISSN IssnType="Print">1664-1078</ISSN><JournalIssue CitedMedium="Print"><Volume>10</Volume><PubDate><Year>2019</Year></PubDate></JournalIssue><Title>Frontiers in psychology</Title><ISOAbbreviation>Front Psychol</ISOAbbreviation></Journal><ArticleTitle>The Practicing Workshop: A Development Project.</ArticleTitle><Pagination><MedlinePgn>2695</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.3389/fpsyg.2019.02695</ELocationID><Abstract><AbstractText>In music academies and conservatoires, the culture of teaching and learning seems to nurture individuality and hierarchic structures at the cost of collaboration and sense of community. This could indicate a privatized conception of teaching and learning musical skills. As current research suggest that students' learning may benefit from collaborative learning with their peers, the present article addresses music performance students' understanding of the learning potential from participating in a specific social learning context. The study investigated students' perceptions of outcomes from participating in a practicing workshop in a music academy, on both an individual and social level. The workshop aimed at helping music performance students develop their understanding of instrumental practicing. The course allowed for sharing ideas and experiences, and for collaborative exploration, discussion, and reflection. We conducted qualitative interviews with five volunteering students that had followed the workshop. Although identifying direct outcomes of the workshop in general proved to be difficult, we found that the students reported positive learning experiences from planning, implementing, and presenting their individual development projects, and that their awareness of variations in the group strengthened their confidence in how they tailored their own individual practicing. However, they also described more mixed outcomes in relation to learning about practicing directly from other students. The study also revealed that just providing a group forum for students does not in itself lead to positive learning experiences. Implications of the study are discussed.</AbstractText><CopyrightInformation>Copyright © 2019 Johansen and Nielsen.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Johansen</LastName><ForeName>Guro Gravem</ForeName><Initials>GG</Initials><AffiliationInfo><Affiliation>Department of Music Education and Music Therapy, CEMPE, Norwegian Academy of Music, Oslo, Norway.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Nielsen</LastName><ForeName>Siw Graabræk</ForeName><Initials>SG</Initials><AffiliationInfo><Affiliation>Department of Music Education and Music Therapy, CEMPE, Norwegian Academy of Music, Oslo, Norway.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2019</Year><Month>12</Month><Day>05</Day></ArticleDate></Article><MedlineJournalInfo><Country>Switzerland</Country><MedlineTA>Front Psychol</MedlineTA><NlmUniqueID>101550902</NlmUniqueID><ISSNLinking>1664-1078</ISSNLinking></MedlineJournalInfo><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">collaborative learning</Keyword><Keyword MajorTopicYN="N">deep learning</Keyword><Keyword MajorTopicYN="N">instrumental practicing</Keyword><Keyword MajorTopicYN="N">peer learning</Keyword><Keyword MajorTopicYN="N">practice and genre</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2019</Year><Month>09</Month><Day>09</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2019</Year><Month>11</Month><Day>15</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2019</Year><Month>12</Month><Day>24</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2019</Year><Month>12</Month><Day>24</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2019</Year><Month>12</Month><Day>24</Day><Hour>6</Hour><Minute>1</Minute></PubMedPubDate></History><PublicationStatus>epublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">31866901</ArticleId><ArticleId IdType="doi">10.3389/fpsyg.2019.02695</ArticleId><ArticleId IdType="pmc">PMC6910069</ArticleId></ArticleIdList><ReferenceList><Reference><Citation>Front Psychol. 2018 Mar 15;9:339</Citation><ArticleIdList><ArticleId IdType="pubmed">29599738</ArticleId></ArticleIdList></Reference></ReferenceList></PubmedData></pubmed><affiliations><list><country><li>Norvège</li></country><region><li>Østlandet</li></region><settlement><li>Oslo</li></settlement></list><tree><country name="Norvège"><region name="Østlandet"><name sortKey="Johansen, Guro Gravem" sort="Johansen, Guro Gravem" uniqKey="Johansen G" first="Guro Gravem" last="Johansen">Guro Gravem Johansen</name></region><name sortKey="Nielsen, Siw Graabr K" sort="Nielsen, Siw Graabr K" uniqKey="Nielsen S" first="Siw Graabr K" last="Nielsen">Siw Graabr K Nielsen</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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