The role of the institution and teachers in supporting learning

Graham Welch and Adam Ockelford

in Oxford Handbook of Music Psychology

Published in print December 2008 | ISBN: 9780199298457
Published online September 2012 | | DOI:

Series: Oxford Library of Psychology

 The role of the institution and teachers in supporting learning

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This article discusses how learning and teaching in music are shaped by processes outside the individual, not least because of the influences of group membership (allied to age and gender), performance expectations and practices, and professional and institutional cultures. The process of individual induction into the characteristics of a particular musical culture by teachers and institutions influences the formation of identities in music, for better or for worse, at least in terms of dominant models within the culture. Indeed, the development of music teachers themselves can be seen within an activity system, i.e. the teacher's understanding of their role is developed both by informal personal reflection of the experience of performance and their own learning, and, more systematically, through their own induction process by attendance at a specialist, pedagogically focused institution.

Keywords: music learning; music teaching; group membership; performance expectations; musical culture

Article.  6141 words. 

Subjects: Psychology ; Cognitive Psychology

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