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Conservatoire students' perceptions of Master Classes

Published online by Cambridge University Press:  02 October 2009

Andrea Creech ,
Helena Gaunt ,
Susan Hallam  and
Linnhe Robertson
Andrea Creech
Affiliation:
Department of Continuing and Professional Development, Institute of Education, University of London, 20 Bedford Way, London WC1H OAL, [email protected]
Helena Gaunt
Affiliation:
Guildhall School of Music & Drama, London, UK
Susan Hallam
Affiliation:
Institute of Education, University of London, London, UK
Linnhe Robertson
Affiliation:
Guildhall School of Music & Drama, London, UK
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Abstract

The aim of this research was to investigate the value and purpose of Master Classes, from the perspective of Conservatoire students. Thirty-seven UK Conservatoire students responded to a questionnaire, providing information about their prior experiences of Master Classes, the factors that they considered to be important in a successful Master Class and any possible barriers to learning in Master Classes. The students considered Master Classes to offer valuable performance opportunities, fresh ideas for approaching musical interpretation and technique and access to a professional community of practice. Performance anxiety was noted as a barrier to learning for those who performed in Master Classes and students raised several issues relating to the problematic notion of ‘participation’ as an audience member. Whilst the sample was clearly limited, these findings contribute to an understanding of how students might best be facilitated in capitalising on the opportunity to learn in Master Class contexts.

Type
Research Article
Information
British Journal of Music Education , Volume 26 , Issue 3 , November 2009 , pp. 315 - 331
Copyright
Copyright © Cambridge University Press 2009

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