Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.554330
Title: Critical influences affecting the contemporary brass playing community
Author: Thomas, David Samuel
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2011
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Abstract:
Drawing upon information learned from the Institution Focused Study, Critical Influences Affecting the Contemporary Brass Playing Community is the result of a detailed enquiry into the learning of brass instruments. The thesis begins by contextualising brass learning within the historical and sociological setting of the British Brass Band movement and considers factors which have contributed towards contemporary performance values. Intending to identify and investigate the factors which best anticipate successful brass teaching and learning, the thesis describes two main areas of research which were conducted between 2007 and 2009. The first of these focused upon a detailed questionnaire survey of the brass playing community within a secondary school in the North of England which has a highly successful brass tradition. The second area of research profiled, through a questionnaire and on-line interview forum, twenty four respondents from two championship section brass bands in contrasting areas of the United Kingdom. Using hypothesis drawn from biographical perceptions of successful learning and teaching, the thesis puts forward the notion that previously held concepts need updating within the context of contemporary lifestyles. These indicate that too much brass teaching and learning is focused upon the acquisition of a narrow range of musical skills and that the wider issue of music education for life is being neglected. The thesis concludes with the recommendation that if brass instruments are to retain their relevance and appeal to today's learners, brass teaching should take into account lessons learned from the wider world of educational research and initiative, using the 'TLRP ERSe Principles into practice' and the 2009 National Strategy 'Learning how to Learn' as examples of current thinking into the nature of learning.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.554330  DOI: Not available
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