ISME 2024 – Facilitating Holistic Musical Identities through Communities of Practice: A Case Study in Studio Pedagogy

Thank you for your interest in our paper! This post houses information about the paper, contact information for the presenters and our list of references.

Title: Facilitating Holistic Musical Identities through Communities of Practice: A Case Study in Studio Pedagogy
Date: Tuesday, July 30, 2024
Location: International Society for Music Education World Conference, The University of the Arts Helsinki, Helsinki, Finland
Presenters: Dr. Aaron Hodgson (ahodgson@uwo.ca), Dr. Laura Benjamins (lbenjamins@redeemer.ca), Redeemer University

References

Bartleet, B.-L., Ballico, C., Bennett, D., Bridgstock, R., Draper, P., Tomlinson, V., & Harrison, S. (2019). Building sustainable portfolio careers in music: Insights and implications for higher education. Music Education Research, 21(3), 282–294. https://doi.org/10.1080/14613808.2019.1598348

Bennett, D. (2008a). Portfolio careers and the conservatoire. In Inside, outside, downside up: Conservatoire training and musicians’ work (pp. 61–72). Black Swan Press.

Bennett, D. (2008b). Understanding the classical music profession: The past, the present and strategies for the future. Ashgate.

Bennett, D., & Bridgstock, R. (2015). The urgent need for career preview: Student expectations and graduate realities in music and dance. International Journal of Music Education, 33(3), 263–277. https://doi.org/10.1177/0255761414558653

Bernard, R. (2004). A dissonant duet: Discussions of music making and music teaching. Music Education Research, 6(3), 281–298. https://doi.org/10.1080/1461380042000281730

Boyle, K. (2020). The Instrumental Music Teacher: Autonomy, Identity and the Portfolio Career in Music. Routledge. https://doi.org/10.4324/9781003035893

Burland, K., Mellor, L., & Bates, C. (2023). Employability ecosystems in music: (Re)navigating a life in music (in precarious times). Arts and Humanities in Higher Education, 22(1), 26–44. https://doi.org/10.1177/14740222221125629

Burwell, K. (2013). Apprenticeship in music: A contextual study for instrumental teaching and learning. International Journal of Music Education, 31(3), 276–291. https://doi.org/10.1177/0255761411434501

Burwell, K., Carey, G., & Bennett, D. (2017). Isolation in studio music teaching: The secret garden. Arts and Humanities in Higher Education, 18(4), 372–394. https://doi.org/10.1177/1474022217736581

Canham, N. (2021). Preparing Musicians for Precarious Work: Transformational Approaches to Music Careers Education. Routledge. https://doi.org/10.4324/9780429344794

Canham, N. (2023). Living with liminality: Reconceptualising music careers education and research. Research Studies in Music Education, 45(1), 3–19. https://doi.org/10.1177/1321103X221144583

Chafe, D., & Kaida, L. (2020). Harmonic Dissonance: Coping with Employment Precarity among Professional Musicians in St John’s, Canada. Work, Employment and Society, 34(3), 407–423. https://doi.org/10.1177/0950017019865877

Conway, C., Eros, J., Pellegrino, K., & West, C. (2010). Instrumental Music Education Students’ Perceptions of Tensions Experienced During Their Undergraduate Degree. Journal of Research in Music Education, 58(3), 260–275. https://doi.org/10.1177/0022429410377114

Creech, A. (with Varvarigou, M., & Hallam, S.). (2020). Contexts for Music Learning and Participation: Developing and Sustaining Musical Possible Selves (1st ed. 2020.). Springer International Publishing. https://doi.org/10.1007/978-3-030-48262-6

Gaunt, H. (2008). One-to-one tuition in a conservatoire: The perceptions of instrumental and vocal teachers. Psychology of Music. https://doi.org/10.1177/0305735607080827

Gaunt, H. (2010). One-to-one tuition in a conservatoire: The perceptions of instrumental and vocal students. Psychology of Music, 38(2), 178–208. https://doi.org/10.1177/0305735609339467

Gee, K., & Yeow, P. (2021). A hard day’s night: Building sustainable careers for musicians. Cultural Trends, 30(4), 338–354. https://doi.org/10.1080/09548963.2021.1941776

Hennekam, S. (2017). Dealing with multiple incompatible work-related identities: The case of artists. Personnel Review, 46(5), 970–987. https://doi.org/10.1108/PR-02-2016-0025

Kenny, A. (2016). Communities of musical practice. Routledge. https://doi.org/10.4324/9781315572963

Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press. https://doi.org/10.1017/cbo9780511815355

López-Íñiguez, G., Burland, K., & Bennett, D. (2022). Understanding the musical identity and career thinking of postgraduate classical music performance students. Musicae Scientiae, 26(4), 746–760. https://doi.org/10.1177/10298649221089869

Nerland, M. (2007). One-to-one teaching as cultural practice: Two case studies from an academy of music. Music Education Research, 9(3), 399–416. https://doi.org/10.1080/14613800701587761

Pellegrino, K. (2010). The meanings and values of music-making in the lives of string teachers: Exploring the intersections of music-making and teaching [Ph.D., University of Michigan]. https://www.proquest.com/docview/761661197/abstract/9695B951F6A24F60PQ/1

Pellegrino, K. (2015). Becoming music-making music teachers: Connecting music making, identity, wellbeing, and teaching for four student teachers. Research Studies in Music Education, 37(2), 175–194. https://doi.org/10.1177/1321103X15589336

Persson, R. (1996). Brilliant performers as teachers: A case study of commonsense teaching in a conservatoire setting. International Journal of Music Education, os-28(1), 25–36. https://doi.org/10.1177/025576149602800103

Purser, D. (2005). Performers as teachers: Exploring the teaching approaches of instrumental teachers in conservatoires. British Journal of Music Education, 22(3), 287–298. https://doi.org/10.1017/S0265051705006546

Rowley, J., Reid, A., & Bennett, D. (2021). Holding multiple musical identities: The portfolio musician. In A. Creech, D. Hodges, & S. Hallam (Eds.), Routledge International Handbook of Music Psychology in Education and the Community. Routledge.

Saldaña, J. (2016). The coding manual for qualitative researchers (Third edition.). SAGE.

Scheib, J. W. (2007). Music teacher socialization and identity formation: Redesigning teacher education and professional development to enhance career satisfaction. Society for Music Teacher Education 2007 National Symposium on Music Teacher Education. Society for Music Teacher Education 2007 National Symposium on Music Teacher Education, Greensboro, NC.

Wenger, E. (1999). Communities of practice: Learning, meaning, and identity (1st pbk. ed.). Cambridge University Press.

Wenger, E., Wenger-Trayner, B., Reid, P., & Bruderlein, C. (2023). Communities of practice within and across organizations: A guidebook. Social Learning Lab. https://www.wenger-trayner.com/

Woodford, P. (2002). The social construction of music teacher identity in undergraduate music education majors. In The new handbook of research on music teaching and learning: A project of the Music Educators National Conference (pp. 675–694). Oxford University Press. https://doi.org/10.1093/oso/9780195138849.001.0001