• Through the Eyes of an Entangled Teacher: When Classical Musical Instrument Performance Tuition in Higher Education is Subject to Quality Assurance

    Author(s):
    Robin Rolfhamre (see profile)
    Date:
    2020
    Group(s):
    Education and Pedagogy
    Subject(s):
    Educational tests and measurements, Education, Higher, Music--Performance, College teaching, Learning strategies, Music
    Item Type:
    Article
    Tag(s):
    Educational assessment, Higher education, Music performance, Teaching and learning in higher education, Western classical music
    Permanent URL:
    http://dx.doi.org/10.17613/jyfc-w015
    Abstract:
    What happens when a classical music instrument performance course at a Norwegian state university study programme is assessed for quality following a standardized procedure? The article explores frictions and negotiations between managerial quality assurance and classical music performance education in a contextual sense, focusing particularly on the teacher-student relation. I employ my own experience as an instrument performance teacher in a Western Classical Music performance study programme while drawing on state acts, regulations, managerial processes, educational politics, funding, and classical music performance education’s habitus and heritage. I begin by addressing the institution of higher music education in the Norwegian state and relevant funding perspectives. Next, I identify complex relations entailed in recruiting future students, and I address conceptions of quality both from managerial and artistic perspectives as well as from that of persons engaged in quality assessment for the local university. I pursue the student-teacher relationship, focusing on consumer relationships and accountability. Music educators’ professional understandings and the effects of the academization of higher classical music performance education anticipate a discussion identifying some possibilities for future research.
    Metadata:
    xml
    Published as:
    Journal article     Show details
    Pub. DOI:
    https://doi.org/10.22176/act19.1.81
    Publisher:
    MayDay Group
    Pub. Date:
    2020-6-29
    Journal:
    Action, Criticism, and Theory for Music Education
    Volume:
    19
    Issue:
    1
    Page Range:
    81 - 117
    ISSN:
    1545-4517
    Status:
    Published
    Last Updated:
    3 years ago
    License:
    Attribution-NonCommercial
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