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Conservatoire Students as Instrumental Teachers
Bulletin of the Council for Research in Music Education
No. 161/162, 20th ISME Research Seminar, Las Palmas de Gran Canaria, July 2004 (Summer - Fall, 2004), pp. 145-153
Stable URL: http://www.jstor.org/stable/40319248
Page Count: 9
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Many undergraduates studying performance at UK conservatoires have taught their instrument to children, and others teach before graduation. We investigate the careers of conservatoire students as teachers, their belief about instrumental teaching, and whether these belief vary between groups. 61 undergraduates at a London conservatoire completed a questionnaire. They emerge as young musicians who expect and hope to include instrumental teaching in their career, look forward to engaging with teaching intellectually, think that teacher training is needed, and consider that teaching will improve their playing. Students who teach currently are more confident that they know how to teach, as are bowed string specialists. Males wish more strongly to teach in a conservatoire, and to teach advanced pupils and pupils who find music easy. While they believe as strongly as female students that teaching will improve their playing, their conservatoire tutor is less likely to have articulated this.
Bulletin of the Council for Research in Music Education © 2004 University of Illinois Press