000			02111nam a22002417a 4500
003			ZW-GwMSU
005			20240801084719.0
008			240801b |||||||| |||| 00| 0 eng d
022			_a02650517
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aML5 BRI
100	1		_aJohansson, Karin _eauthor
245	1	0	_aUndergraduate students' ownership of musical learning: _bobstacles and options in one-to-one teaching/ _ccreated by Karin Johansson
264	1		_aCambridge: _bCambridge University Press, _c2013.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aBritish journal of music education _vVolume 30, number 2
520	3		_aThis paper describes a longitudinal, collaborative case study, made in the framework of the project Students' Ownership of Learning (SOL) during one academic year with one vocal teacher and two female students. The aim of the study was to relate the interaction between the teacher's and the students' intentions and expectations to the institutional level as well as to the rules and ‘real-life’ practice of the musical profession that the students are trained for. In the study, one-to-one tuition in higher music education was theorised as a culturally and historically grounded activity system consisting of relationships between musicians, instruments, music-making traditions and audiences. The concept of contradiction was used as a tool when analysing individually experienced obstacles for musical learning. The results describe how learning obstacles such as conflicting views on the purpose of the activity may be articulated, confronted and transformed into options through collaborative work. By linking the individual and collective levels of knowledge and by using professional practice as a developmental transfer, all aspects of the ‘conservatoire tradition’ may be seen as holding potential for development and expansion.
650			_aUndergraduate students _vMusic education _xLongitudinal studies
856			_uhttps://doi.org/10.1017/S0265051713000120
942			_2lcc _cJA
999			_c166448 _d166448