University of Cambridge > Talks.cam > Arts, Culture and Education > One-to-one pedagogy: exploring supervisory practices in music research training

One-to-one pedagogy: exploring supervisory practices in music research training

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Like other performing arts disciplines, music tends to privilege practice, performance and virtuosity. While this typically remains a major focus in the undergraduate sphere in the conservatoire setting other concerns such as scholarly-based approaches to learning and teaching are sometimes overlooked. In the research training space, recent scholarship has focussed largely on the time-honoured supervisor-candidate relationship and there is a close alignment between this interaction and the one-to-one pedagogy of the instrumental or vocal studio. The unique nature of pedagogy in the music research higher degree remains under-investigated. This presentation therefore explores this unexplored area of pedagogy within higher education and interrogates the quality, muddling character of interaction between supervisors and higher degree research students within music. Employing a lifecycle approach to research degrees, and incorporating an alignment between staff research activity and student projects, the paper reports on preliminary findings from a larger project that investigated aspects of this pedagogy. The project has employed survey and dialogue forums as a means of data generation, with research students as supervisors. It provides commentary on these findings and draws on scrutinises to the ways in which candidates and supervisors engage with four aspects of the doctoral journey: interaction between supervisors and students, peer relations and the respective roles of centralised university training and faculty-based course-work.

Scott Harrison – Biography

SCOTT HARRISON is Deputy Director (Research) at Queensland Conservatorium, Griffith University, Australia where he lectures in musical theatre and music education. He has taught singing and music in primary, secondary and tertiary environments over the last 25 years. Performance interests include opera and music theatre as both singer and musical director. His teaching areas focus on teacher education, research design and gender and his major research interests are in research training, gender, well-being and voice. Scott’s most recent publications are Masculinities and Music (2008), Male Voices (2009), Perspectives on Teaching Singing (2010) and Perspectives on Males and Singing (2012). Forthcoming publications include Research and Research Training in Music and Music Education and Teaching Singing in the 21st Century. Scott has been recognised with a National Teaching Award for Humanities and Creative Arts (2010). In 2012 was named an Australian National Teaching Fellow.

This talk is part of the Arts, Culture and Education series.

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