Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534885
Title: Modelling effective choral conducting education through an exploration of example teaching and learning in England
Author: Varvarigou, Maria
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2009
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Abstract:
A growing corpus of research provides evidence of the musical and non-musical benefits from choral participation, yet the preparation of individuals for their role as choral leaders and conductors within educational environments has not been given similar attention. Whilst choral leaders within schools, community or church contexts may emphasise the inadequate support mechanisms for choral education, there seem to be very few courses in the United Kingdom (UK) that deal with the preparation of choral conductors. A new socially-located, heuristic framework has been developed, influenced by the theoretical constructs of Cognitive Apprenticeship, Situated Learning, and theories of expertise, as well as educational research on effective teaching and learning within higher education and the workplace. The framework encompasses five interconnected parameters, as part of an investigation into effective choral conducting education within several educational environments in the UK. These parameters relate to biographies, expectations, values and behaviours connected with (i) the tutor, (ii) the learner, (iii) the sequence and amount of training (process of preparation), (iv) the learning outcomes and (v) the socio-cultural contexts, including the teaching contexts, where choral practice takes place. A predominantly qualitative approach has been used for the collection and analysis of the data, concentrating on the participants' written self-reflective narratives, interviews and questionnaire responses. Five choral conducting education courses have been observed; three offered within higher education and two by independent bodies. Although data analyses suggest that none of the observed courses encompassed all the ingredients suggested by the framework, the framework itself offers insights and related methods of examining choral conducting education contexts.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.534885  DOI: Not available
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