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Papers by catherine grant

Teaching for Learning and Learning for Teaching, 2015

This article presents and explores one possible model for encouraging one-to-one teachers in cons... more This article presents and explores one possible model for encouraging one-to-one teachers in conservatoires to reflect critically on their pedagogical choices and practices. It reports on a pilot project at an Australian music institution that used video as the basis for a collaborative activity in which instrumental and vocal teachers reflected critically on their teaching approaches and practices. In light of the need to develop ‘best practice’ models for one-to-one pedagogy that incorporate professional growth strategies for teachers (Burwell, 2005; Gaunt, 2007) – the overarching aim of the research project reported on in this paper – this project was driven by several objectives within its institutional context. These were: (1) to progress teachers’ understanding of their own one-to-one pedagogical practices and approach; (2) to encourage teachers to build upon and improve these existing practices; and (3) to foster a supportive and collaborative environment for one-to-one teachers to explore and improve their teaching practices.

International Journal of Music Education, 2013

ABSTRACT This article outlines the approach used to develop a scheme to characterize the nature a... more ABSTRACT This article outlines the approach used to develop a scheme to characterize the nature and quality of specific practices of one-to-one teaching, selected on the basis of their potential significance to the development of student performance. Although the value of one-to-one teaching remains largely unchallenged at the conservatoire level, music institutions are increasingly being called to justify the need for such a cost- and resource-intensive pedagogical approach. Funding pressures combined with a lack of systematic investigation into the value and efficacy of one-to-one teaching underscore the urgent need for a rigorous, evidenced-based way to characterize related pedagogical practices. This article documents the processes of developing one such approach at an Australian conservatoire. The authors hope to encourage and facilitate the implementation of similar projects elsewhere, and thereby help lay the foundation for a systematic and credible international understanding of the value and limitations of one-to-one learning and teaching practices in the conservatoire environment.

Music Education Research, 2013

ABSTRACT Despite the significant recent growth in research relating to instrumental, vocal and co... more ABSTRACT Despite the significant recent growth in research relating to instrumental, vocal and composition tuition in higher education, little is known about the diversity of approaches that characterise one-to-one teaching in the Conservatoire, and what counts as optimal practice for educating 21st-century musicians. Through analysis of video-recorded one-to-one lessons that draws on a ‘bottom up’ methodology for characterising pedagogical practices (Taylor, 2012; Taylor et al, 2012), this paper provides empirical evidence about the nature of one-to-one pedagogy in one Australian institution. The research aims (1) to enable a better understanding of current one-to-one conservatoire teaching; and (2) to build and improve upon existing teaching practice using authentic insights gained through systematic investigation. The authors hope the research will lead to a better understanding of the diversity and efficacy of the pedagogical practice within the specific context in which the study was conducted, and beyond, to Conservatoire pedagogy generally. http://eprints.qut.edu.au/61755/

British Journal of Music Education, 2014

ABSTRACT This paper explores teachers’ and students’ perceptions of one-to-one pedagogy, in the c... more ABSTRACT This paper explores teachers’ and students’ perceptions of one-to-one pedagogy, in the context of tertiary vocal and instrumental tuition. Teachers and students at one Australian conservatoire participated in interviews and focus groups that explored their experiences and perceptions on the nature, value, effectiveness and challenges of one-to-one learning and teaching. Four key themes emerged: customising teaching to the learner, the teacher–student relationship, negotiating issues of student dependency versus self-sufficiency, and situating one-to-one in a broader institutional context. Aside from an undisputed view that one-to-one is essential to students’ learning and development, findings indicate diverse perceptions, including discrepancies between intentions of teachers and their pedagogical practice, and between teacher practice and student expectations. By drawing on voices ‘from the inside’ to characterise one-to-one practice, the study contributes to evidence-based research about learning and teaching in the conservatoire environment.

Teaching for Learning and Learning for Teaching, 2015

This article presents and explores one possible model for encouraging one-to-one teachers in cons... more This article presents and explores one possible model for encouraging one-to-one teachers in conservatoires to reflect critically on their pedagogical choices and practices. It reports on a pilot project at an Australian music institution that used video as the basis for a collaborative activity in which instrumental and vocal teachers reflected critically on their teaching approaches and practices. In light of the need to develop ‘best practice’ models for one-to-one pedagogy that incorporate professional growth strategies for teachers (Burwell, 2005; Gaunt, 2007) – the overarching aim of the research project reported on in this paper – this project was driven by several objectives within its institutional context. These were: (1) to progress teachers’ understanding of their own one-to-one pedagogical practices and approach; (2) to encourage teachers to build upon and improve these existing practices; and (3) to foster a supportive and collaborative environment for one-to-one teachers to explore and improve their teaching practices.

International Journal of Music Education, 2013

ABSTRACT This article outlines the approach used to develop a scheme to characterize the nature a... more ABSTRACT This article outlines the approach used to develop a scheme to characterize the nature and quality of specific practices of one-to-one teaching, selected on the basis of their potential significance to the development of student performance. Although the value of one-to-one teaching remains largely unchallenged at the conservatoire level, music institutions are increasingly being called to justify the need for such a cost- and resource-intensive pedagogical approach. Funding pressures combined with a lack of systematic investigation into the value and efficacy of one-to-one teaching underscore the urgent need for a rigorous, evidenced-based way to characterize related pedagogical practices. This article documents the processes of developing one such approach at an Australian conservatoire. The authors hope to encourage and facilitate the implementation of similar projects elsewhere, and thereby help lay the foundation for a systematic and credible international understanding of the value and limitations of one-to-one learning and teaching practices in the conservatoire environment.

Music Education Research, 2013

ABSTRACT Despite the significant recent growth in research relating to instrumental, vocal and co... more ABSTRACT Despite the significant recent growth in research relating to instrumental, vocal and composition tuition in higher education, little is known about the diversity of approaches that characterise one-to-one teaching in the Conservatoire, and what counts as optimal practice for educating 21st-century musicians. Through analysis of video-recorded one-to-one lessons that draws on a ‘bottom up’ methodology for characterising pedagogical practices (Taylor, 2012; Taylor et al, 2012), this paper provides empirical evidence about the nature of one-to-one pedagogy in one Australian institution. The research aims (1) to enable a better understanding of current one-to-one conservatoire teaching; and (2) to build and improve upon existing teaching practice using authentic insights gained through systematic investigation. The authors hope the research will lead to a better understanding of the diversity and efficacy of the pedagogical practice within the specific context in which the study was conducted, and beyond, to Conservatoire pedagogy generally. http://eprints.qut.edu.au/61755/

British Journal of Music Education, 2014

ABSTRACT This paper explores teachers’ and students’ perceptions of one-to-one pedagogy, in the c... more ABSTRACT This paper explores teachers’ and students’ perceptions of one-to-one pedagogy, in the context of tertiary vocal and instrumental tuition. Teachers and students at one Australian conservatoire participated in interviews and focus groups that explored their experiences and perceptions on the nature, value, effectiveness and challenges of one-to-one learning and teaching. Four key themes emerged: customising teaching to the learner, the teacher–student relationship, negotiating issues of student dependency versus self-sufficiency, and situating one-to-one in a broader institutional context. Aside from an undisputed view that one-to-one is essential to students’ learning and development, findings indicate diverse perceptions, including discrepancies between intentions of teachers and their pedagogical practice, and between teacher practice and student expectations. By drawing on voices ‘from the inside’ to characterise one-to-one practice, the study contributes to evidence-based research about learning and teaching in the conservatoire environment.