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Maintaining and challenging conservative teaching and learning culture in conservatories: The need for holistic pedagogy in educational fields of tension
Södertörn University, Teacher Education, Education.ORCID iD: 0000-0002-9266-786X
Södertörn University, School of Culture and Education, Gender Studies.ORCID iD: 0000-0002-2540-8497
2023 (English)In: Research Studies in Music Education, ISSN 1321-103X, E-ISSN 1834-5530Article in journal (Refereed) Epub ahead of print
Abstract [en]

When the need of transforming and remixing music education is illuminated, fields of tensions in relation to the traditional master–apprentice model of teaching often appear. Binaries have been constructed and critiqued in research to describe tensions at various music educational levels. Some studies have also asked for a holistic, “both/and” holding. In higher music education (HME), the need for new approaches in research to understand how teaching and learning is developing are asked for. As a contribution, the overall aim of the article is to illuminate to what extent traditional culture norms and structures are maintained and challenged at three European conservatories. The specific aim is to map possible fields of tension surrounding approaches to teaching and related learning. The analysis in this article partly builds on understandings of culture and institutions, and partly on theories of relational pedagogy. To get access to how leaders, teachers, and students experience participating in the teaching and learning of conservatory cultures, an interview study was planned. The transcriptions were treated by a thematic analysis model. The analysis explored three themes that represent fields of tension: teaching in relation to established cultural structures, to creating or not creating new learning trajectories, and collaboration or competition—the educational culture. The fields of tension found through the analysis concern relations between the traditional conserved conservatory teaching and new open and diverse thoughts about and actions within in HME teaching. It becomes obvious that creating new learning trajectories should be a common issue, involving students and teachers, as well as leaders of conservatories, and that competition should be supported by collaboration. A consequence of such a pedagogical approach would be that differences between programs for diverse instruments could be balanced, and that all involved could learn from each other, which demands flexibility between individual and collaborative learning activities.

Place, publisher, year, edition, pages
Sage Publications, 2023.
Keywords [en]
conservatories, conservatory cultures, fields of tension, higher music education, relational pedagogy
National Category
Pedagogy Music
Research subject
Studies in the Educational Sciences; Baltic and East European studies
Identifiers
URN: urn:nbn:se:sh:diva-52429DOI: 10.1177/1321103x231187766ISI: 001075520800001Scopus ID: 2-s2.0-85173501136OAI: oai:DiVA.org:sh-52429DiVA, id: diva2:1801783
Part of project
Conservatory cultures: Nation and gender in the conservatoire music educations of Estonia, Finland, and Hungary, The Foundation for Baltic and East European Studies
Funder
The Foundation for Baltic and East European Studies, S2-20-0010Available from: 2023-10-02 Created: 2023-10-02 Last updated: 2023-10-26Bibliographically approved

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Ferm Almqvist, CeciliaWerner, Ann

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