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Peer Assisted Reflection for Studio Music Teachers

Toward Transformative One-to-One Teaching and Learning

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Teaching for Learning and Learning for Teaching

Part of the book series: Professional Learning ((PROFL))

Abstract

Scholars continue to identify and describe various concerns about traditional approaches to one-to-one learning and teaching of music. These include the limited adaptability, relevance, and generalisability of the learning that often takes place (e.g., Mills, 2002; Carey & Grant, 2014); student submissiveness and dependence, teacher dominance, and other issues of power that can arise between teacher and learner (Burwell, 2013; Carey, 2008; Long, Creech, Gaunt, & Hallam, 2014); and the lack of formal accreditation for one-to-one pedagogy (Gaunt, 2009), meaning that standards of teaching across and even within institutions may be erratic.

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Author information

Authors and Affiliations

  1. Queensland Conservatorium, Griffith University, Australia

    Gemma Carey

  2. School of Creative Arts, University of Newcastle, Australia

    Catherine Grant

Authors
  1. Gemma Carey
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  2. Catherine Grant
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Editor information

Editors and Affiliations

  1. Griffith University, Australia

    Christopher Klopper

  2. Griffith University, Australia

    Steve Drew

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Carey, G., Grant, C. (2015). Peer Assisted Reflection for Studio Music Teachers. In: Klopper, C., Drew, S. (eds) Teaching for Learning and Learning for Teaching. Professional Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-289-9_5

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