000			01957nam a22002417a 4500
003			ZW-GwMSU
005			20240731095207.0
008			240731b |||||||| |||| 00| 0 eng d
022			_a02650517
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aML5 BRI
100	1		_aPurser, David _eauthor
245	1	0	_aPerformers as teachers: exploring the teaching approaches of instrumental teachers in conservatoires/ _ccreated by David Purser
264	1		_aCambridge: _bCambridge University Press, _c2005.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aBritish journal of music education _vVolume 22, number 3
520	3		_aThis article was motivated by a staff development session when the brass faculty of a conservatoire were invited to share and discuss their approaches to teaching. It presents the results of interviews with six well known woodwind or brass players who have also taught at one or more conservatoires in London for periods of between one and 40 years. All are male. The six instruments represented are: trumpet, horn, trombone, flute, clarinet and bassoon. While there were commonalities in the approach of teachers, marked differences also emerged. Although some of these may reflect the particular demands of the instrument on which a teacher specialises, and the ease with which accomplished students of that instrument may be recruited to conservatoires, there also appear to be substantial differences in the individual approach of teachers. The findings raise the issue of whether it may be appropriate to provide some training for instrumental teachers at conservatoire level; surely one way of making the pool of accumulated wisdom more readily available, to prospective teachers and to the research community.
650			_aMusic education _vMusicians _xTeaching methods
856			_uhttps://doi.org/10.1017/S0265051705006546
942			_2lcc _cJA
999			_c166430 _d166430