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Encouraging reflective practice in conservatoire students: a pathway to autonomous learning?
Journal article   Peer reviewed

Encouraging reflective practice in conservatoire students: a pathway to autonomous learning?

Gemma Carey, Scott Harrison and Rachael Dwyer
Music Education Research, Vol.19(1), pp.99-110
2017
DOI: https://doi.org/10.1080/14613808.2016.1238060
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https://doi.org/10.1080/14613808.2016.1238060View
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Abstract

Curriculum and Pedagogy Specialist Studies in Education conservatoire learning and teaching music learning and teaching one-to-one studio lessons reflective practice student autonomy
This paper reports on first-year conservatoire students' reflections on their one-to-one performance learning through a reflective journal. One-to-one lessons have been a central part of the education of performing musicians, although their place in the twenty-first-century conservatoire is not beyond challenge. Recent research has indicated that this model has potential for students to rely heavily on their teachers for feedback and that more reflective and autonomous learning might benefit their progress. Students' journal responses revealed three main themes: the development of student autonomy; a sense of shared responsibility and collaboration; and increased clarity and confidence in the direction of their learning. The findings suggest that the journaling process can prompt an increased level of reflection and lead to more collaborative and autonomous learning in the one-to-one studio context.

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