Relevant bibliographies by topics / Musicians as teachers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Musicians as teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Musicians as teachers"

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Nörholm Lundin, Anna. "Maestro! Yrkesmusikers sociala praktik, relativa framgång och habitus." Praxeologi – Et kritisk refleksivt blikk på sosiale praktikker 1 (January 1, 2019): e1566. http://dx.doi.org/10.15845/praxeologi.v1i0.1566.

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Maestro! The social practice, relative success and habitus of professional musiciansIn art music the Maestro is an important figure. The Maestro is an outstanding musician and teacher at one of the prestigious music colleges in Sweden. To be admitted as a student of a Maestro is to be granted access to the atrium of music. However, this is no guarantee of actually succeeding as a musician. Who is the Maestro? Which social practice is the Maestro part of, and which social practice is he/she maintaining? Who achieves a position as an outstanding musician, and what is required to hold such a posi
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Isbell, Daniel S. "Musicians and Teachers." Journal of Research in Music Education 56, no. 2 (2008): 162–78. http://dx.doi.org/10.1177/0022429408322853.

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This study was designed to investigate the socialization and occupational identity of undergraduate music education majors enrolled in traditional preservice teacher education programs. Preservice music teachers ( N = 578) from 30 randomly sampled institutions completed a 128-item questionnaire. Descriptive statistics were computed for all variables, and factor analysis was used to explore the underlying structure of occupational identity. Correlational and regression analyses revealed relationships among socialization influences and occupational identity. Descriptive findings surrounding vari
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Brook, Julia, Robbie MacKay, and Chris Trimmer. "How does a rock musician teach? Examining the pedagogical practices of a self-taught rock musician–educator." Journal of Popular Music Education 3, no. 2 (2019): 203–23. http://dx.doi.org/10.1386/jpme.3.2.203_1.

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This research examines the pedagogical practices of a self-taught musician who teaches music at an elementary school in Canada. Research on the ways that popular musicians teach has shown that many teachers use a combination of informal and formalized structures. We used Personhood theory as a conceptual framework to illuminate how the context and disposition of the musician–teacher informs their pedagogy. These findings demonstrate how context and disposition inform pedagogical practices and the ways that the teacher’s personhood contributes to students’ learning. We collected data through in
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Guptill, Christine A. "The Lived Experience Of Professional Musicians with Playing-Related Injuries: A Phenomenological Inquiry." Medical Problems of Performing Artists 26, no. 2 (2011): 84–95. http://dx.doi.org/10.21091/mppa.2011.2013.

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The purpose of this study was to understand the lived experience of professional instrumental musicians who have experienced playing-related injuries. The study used a hermeneutic phenomenological methodology developed to examine this lived experience. In-depth interviews were conducted with 10 professional musicians, followed by a focus group where preliminary findings were presented to participants and their feedback was sought. Other sources of lived experience included participant-observation by the researcher, who is a musician and has experienced injuries, and biographic and artistic rep
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Gannon, Patrick. "Managing Stage Fright: A Guide for Musicians and Music Teachers. By Julie Jaffee Nagel." Medical Problems of Performing Artists 33, no. 1 (2018): 72–73. http://dx.doi.org/10.21091/mppa.2018.1011.

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Julie Jaffee Nagel’s new book, Managing Stage Fright: A Guide for Musicians and Music Teachers, is a welcome addition to our understanding of performance anxiety which remains a major problem for musicians at all levels of proficiency. But what is unique about this book is how it illuminates the student/teacher relationship and the role that music teachers can play in helping students manage their symptoms.
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Park, Hye Young. "Finding meaning through musical growth: Life histories of visually impaired musicians." Musicae Scientiae 21, no. 4 (2017): 405–17. http://dx.doi.org/10.1177/1029864917722385.

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The purpose of this study is to examine in depth the lives of visually impaired professional musicians via the life history method. The researcher conducted in-depth interviews with eight visually impaired professional musicians. The data analysis considered three facets of life history proposed by Mandelbaum: dimensions, turning points, and adaptations. The dimensions of life (families, schools, private music teachers, and performance groups) were analysed first. The turning points of life involve accepting and overcoming an impairment and choosing to major in music. Adaptations to life invol
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Upitis, Rena, Katharine Smithrim, and Barbara J. Soren. "When Teachers Become Musicians and Artists: teacher transformation and professional development." Music Education Research 1, no. 1 (1999): 23–36. http://dx.doi.org/10.1080/1461380990010103.

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Іван Дерда. "FORMATION OF PROFESSIONAL COMPETENCE OF THE FUTURE TEACHER-MUSICIAN DURING THE PROFESSIONAL TRAINING." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 4, 2020): 56–63. http://dx.doi.org/10.31499/2307-4906.3.2020.219090.

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The article analyzes various interpretations of the concepts “competence”, “professional competence”, “teacher-musician’s professional competence”. The article highlights the scientists’ views on the issue of future teachers-musicians’ professional competence developing during professional training. It is determined that the formation of professional competence implies a comprehensive, harmonious development of the future teacher-musician who has not only theoretical knowledge but also practical skills and abilities.The author notes that one of the most important subjects in the content of spe
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Yunyu, Kang. "Methodical Expediency of Enrichment of Repertoire of the Beginning Pianist in Educational Institutions of the People’s Republic of China." Musical Art and Education 7, no. 3 (2019): 126–37. http://dx.doi.org/10.31862/2309-1428-2019-7-3-126-137.

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The article deals with the activity of the teacher-musician on the choice of educational piano repertoire. Currently, in China, this practice is based almost exclusively on the empirical experience of teachers and is largely random, does not have sufficient methodical support. They use rather standard, so-called basic musical repertoire, especially at the initial level of piano training in the genre of a program play. At the same time, the individuality of the student, his personal qualities, promising musical development, genre and style diversity of works, certain methodological indications
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Anufrieva, N. I., and D. V. Tsarev. "Contemporary Educational Technologies in Training of Teachers-Musicians." Uchenye Zapiski RGSU 16, no. 4 (2017): 77–84. http://dx.doi.org/10.17922/2071-5323-2017-16-4-77-84.

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Dissertations / Theses on the topic "Musicians as teachers"

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Swart, Inette. "The influence of trauma on musicians." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24870.

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The aim of this study was to shed light on the influence of trauma on aspects of musicians’ music-making, particularly but not exclusively limited to its effects on emotional expression and memory during music performance and study. Effects on performers and teachers were considered, explicated and discussed in the light of the rapidly expanding body of knowledge about factors involved in psychological sequelae following exposure to traumatic event(s). Examples are given of how trauma has affected famous musicians and composers. Questionnaires sent to healthcare professionals and music teacher
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Sweat, Ashley Dawn. "What is the nature of the professional practice of artist-teachers? four case studies /." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-11172005-212321/.

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Thesis (M.A. Ed.)--Georgia State University, 2005.<br>Title from title screen. Paula P. Eubanks, committee chair; Melody Milbrandt, Joseph Peragine,Teresa Bramlette-Reeves, committee members. Electronic text (50 p.) : digital, PDF file. Description based on contents viewed May 29, 2007. Includes bibliographical references (p. 49-50).
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Cox, Patricia Huff. "The Professional Socialization of Arkansas Music Teachers as Musicians and Educators : The Role of Influential Persons from Childhood to Post-college Years." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277995/.

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The purpose was to investigate the role of influential persons in the professional socialization process of music educators as musicians and teachers. The problems were to determine: who encouraged subjects toward music and teaching during pre-college, college, and post-college years; and the interrerationships of gender and teaching specialty with influential persons in subjects' lives.
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Fjellman-Wiklund, Anncristine. "Musicianship and teaching : aspects of musculoskeletal disorders, physical and psychosocial work factors in musicians with focus on music teachers." Doctoral thesis, Umeå universitet, Fysioterapi, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-99338.

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Musculoskeletal disorders are common among musicians at all levels of performance. Since music teachers train our future musicians it is important to understand their work environment. By creating good examples of a healthy work environment, they can teach their students how to stay healthy and to prevent pain. The aim of this thesis was to study the work environment of music teachers at municipal music schools, with regard to physical and psychosocial factors and musculoskeletal disorders with the focus on neck and shoulder disorders. An additional aim was to investigate the variability of th
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Spencer, Steven John. "Musicians at the margins : a case study of the role of instrumental music teachers in a university music department." Thesis, University of Wolverhampton, 2015. http://hdl.handle.net/2436/561191.

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This study presents the outcomes of an exploration of the ways in which instrumental music teachers (IMTs) engaged to teach in UK university departments experience their work and interpret their role. It provides the basis for realistic steps for enriching their contribution to and relationship with the department in which they are situated. The area of activity was examined through a qualitative research approach within a single case study design that highlights the particularities and complexities of the case and of its context. It progressed through semi-structured interviews, document revi
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Rich, J. W. "His thumb unto his nose : the removal of G.W.L. Marshall-Hall from the Ormond Chair of Music /." Connect to thesis, 1986. http://eprints.unimelb.edu.au/archive/00000643.

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Matier, Rosemary. "Georg Gruber : his contribution to music education in South Africa and an evaluation of selected vocal compositions and arrangements." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1002312.

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In this thesis I have given a factual account of Georg Gruber's contribution to music education in South Africa by giving a short biography and studying a) his philosophy of music education, b) the content of the music courses offered at Rhodes University during his occupancy of the Chair (1955-1972), c) the content of the music courses offered at the University of Fort Hare from 1974-1977, d) his contribution to choral education, e) his publications in the field of music education. I have given an evaluation of selected vocal compositions: a) Two masses, b) Terra Nova , c) Two African cantata
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Pisano, Joseph M. "A description of high school band directors' hearing functions and exposure to sound pressure levels." [Kent, Ohio] : Kent State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1197327790.

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Thesis (Ph.D.)--Kent State University, 2007.<br>Title from PDF t.p. (viewed Mar. 31, 2008). Advisor: Linda B. Walker. Keywords: music, hearing, band directors, teachers, audiology, spl, musicians. Includes survery instrument. Includes bibliographical references (p. 171-182).
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Regnard, Françoise A.-M. L. "La formation initiale des professeurs de musique: la construction d'une identité de musicien-enseignant." Doctoral thesis, Universite Libre de Bruxelles, 2007. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210647.

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La thèse porte sur la construction d'une identité spécifique chez les professeurs des écoles de musique: musicien et enseignant. La recherche s'intéresse aux personnes musiciennes qui suivent un cursus de formation initiale à l'enseignement musical spécialisé et montre, par l'analyse de différents parcours, comment l'identité de musicien s'articule avec l'identité d'enseignant.<p><p>In english <p>The thesis relates the construction of specific identity to the professors of the music schools: musicians and teachers. The research task concerns the study of musician people who follow an initial t
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Feay-Shaw, Sheila J. "The transmission of Ghanaian music by culture-bearers : from master musician to music teacher /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/11281.

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Books on the topic "Musicians as teachers"

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Paton, Rod. Living music: Improvisation guidelines for teachers and community musicians. West Sussex County Council, 2000.

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Roberts, Brian A. I, musician: Towards a model of identity construction and maintenance by music education students as musicians. Memorial University of Newfoundland, 1993.

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Griliches, Diane Asséo. Teaching musicians: A photographer's view. Bunker Hill Pub., 2008.

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Lucien Wang: Archive, memory, biography. Nanyang Academy of Fine Arts, 2013.

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Bridges, Doreen. More than a musician: A life of E. Harold Davies. Australian Scholarly Pub., 2006.

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Wilson, Rita M. Ruby Davy, academic and artiste: A biography of Dr. Ruby Davy, Mus. Doc.; Mus. Bac.; A.M.U.A., F.T.C.L., L. Mus. T.C.L., A. Mus. T.C.L., F.V.C.M., L. Eloc. L.C.M., A. Eloc. L.C.M. Australia's first woman Doctor of Music. Salisbury and District Historical Society, 1995.

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Laurie, Scott, ed. From the stage to the studio: How fine musicians become great teachers. Oxford University Press, 2011.

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Jordan, James Mark. Toward center: The art of being for musicians, actors, dancers, and teachers. GIA Publications, 2010.

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Roberts, Brian A. Musician: A process of labelling. Memorial University of Newfoundland, 1991.

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University of California, Riverside. Library., ed. Heinrich Schenker: Nach Tagebüchern und Briefen in der Oswald Jonas Memorial Collection, University of California, Riverside. G. Olms, 1985.

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Book chapters on the topic "Musicians as teachers"

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Eidsaa, Randi Margrethe. "Dialogues between Teachers and Musicians in Creative Music-Making Collaborations." In Musician–Teacher Collaborations. Routledge, 2018. http://dx.doi.org/10.4324/9781315208756-12.

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Treacy, Danielle Shannon, Sapna Thapa, and Suyash Kumar Neupane. "“Where the Social Stigma Has Been Overcome”: The Politics of Professional Legitimation in Nepali Music Education." In The Politics of Diversity in Music Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_9.

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AbstractThis chapter explores the actions musician-teachers in the extremely diverse and complex context of the Kathmandu Valley imagine that might hold potential for contesting and altering processes of marginalisation and stigmatisation in Nepali society. The empirical material was generated in 16 workshops involving 53 musician-teachers and guided by the Appreciative Inquiry 4D model (e.g. Cooperrider et al. Appreciative inquiry handbook: for leaders of change. Crown Custom, Brunswick, 2005). Drawing upon the work of Arjun Appadurai, we analysed the ways in which engaging the collective imagination (1996) and fostering the capacity to aspire (2004) can support musician-teachers in finding resources for changing their terms of recognition. We identified five actions that musicians and musician-teachers take to legitimise their position in Nepali society: (1) challenging stigmatised identities, (2) engaging foreignness, (3) advocating academisation, (4) countering groupism, and (5) promoting professionalisation. We argue that these actions suggest the need for music teachers to be able to ethically and agentively navigate both the dynamic nature of culture and questions of legitimate knowledge, which may be fostered through an emphasis on professional responsibility (Solbrekke and Sugrue. Professional responsibility: new horizons of praxis. Routledge, New York, 2011) in music teacher education.
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Froehlich, Hildegard C. "When Collaborations Go Beyond Teachers and Musicians Alone: Frame and Stakeholder Analysis as Tools for Arts Advocacy 1." In Musician–Teacher Collaborations. Routledge, 2018. http://dx.doi.org/10.4324/9781315208756-2.

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Smith, Gareth Dylan. "Musicians as Musician–Teacher Collaborators: Towards Punk Pedagogical Perspectives." In Musician–Teacher Collaborations. Routledge, 2018. http://dx.doi.org/10.4324/9781315208756-4.

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Boyce-Tillman, June. "The Complete Musician: The Formation of the Professional Musician." In Musician–Teacher Collaborations. Routledge, 2018. http://dx.doi.org/10.4324/9781315208756-10.

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Kenny, Ailbhe, and Catharina Christophersen. "Musical Alterations: Possibilities for Musician–Teacher Collaborations." In Musician–Teacher Collaborations. Routledge, 2018. http://dx.doi.org/10.4324/9781315208756-1.

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Abeles, Harold F. "An Urban Arts Partnership: Teaching Artists and the Classroom Teachers Who Collaborate with Them." In Musician–Teacher Collaborations. Routledge, 2018. http://dx.doi.org/10.4324/9781315208756-11.

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Randles, Clint. "Abigail’s Story: The Perspective of the Professor/iPadist/Teaching Artist." In Musician–Teacher Collaborations. Routledge, 2018. http://dx.doi.org/10.4324/9781315208756-13.

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Partington, Julia. "“Ideal Relationships”: Reconceptualizing Partnership in the Music Classroom Using the Smallian Theory of Musicking." In Musician–Teacher Collaborations. Routledge, 2018. http://dx.doi.org/10.4324/9781315208756-14.

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Kresek, Katharine. "Nurturing on the Go?" In Musician–Teacher Collaborations. Routledge, 2018. http://dx.doi.org/10.4324/9781315208756-15.

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Conference papers on the topic "Musicians as teachers"

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Hincu, Ionela. "Musical-interpretative skills and their role in teacher music education training." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p274-277.

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This article reflects the professional and moral values of the Music Education teacher: abilities, skills, aptitudes, organisational skills, and abilities, etc. that have a special place in the formation of pedagogical mastery. Performing activity reinforces the teacher’s authority as a propagandist musician of all that is best, transforming him or her into a genuine teacher of the 21st century. Thus, in the training of the Music Education teacher, the mutual relationship between the vocal, instrumental, vocal-instrumental performance and musical-theoretical knowledge is of great importance.
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Meleshkina, Ye A. "WESTERN MUSICAL AND PEDAGOGICAL EXPERIENCE ON THE PATH TO BECOMING A MODERN MUSICIAN-TEACHER." In XIV International Social Congress. Russian State Social University, 2015. http://dx.doi.org/10.15216/rgsu-xiv-313.

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