Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-11-27T12:13:15.023Z Has data issue: false hasContentIssue false
  • English
  • Français

Sharing the podium: exploring the process of peer learning in professional conducting

Published online by Cambridge University Press:  11 June 2008

Brydie-Leigh Bartleet  and
Ralph Hultgren
Brydie-Leigh Bartleet
Affiliation:
Queensland Conservatorium Griffith University, P O Box 3428, South Bank, QLD, 4101, [email protected], [email protected]
Ralph Hultgren
Affiliation:
Queensland Conservatorium Griffith University, P O Box 3428, South Bank, QLD, 4101, [email protected], [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

We discuss a recent peer-learning project we undertook as co-conductors of the Young Conservatorium Wind Orchestra at Griffith University. Drawing on current educational theory on peer learning and material from our conducting practice and research, we explore how this approach offers professional conductors the opportunity to work together in an inclusive and empowering learning environment. We outline our peer learning context, the learning relationship we shared, the most significant musical outcomes of such a process, and the implications for conducting pedagogy and the professional development of conductors.

Type
Research Article
Information
British Journal of Music Education , Volume 25 , Issue 2 , July 2008 , pp. 193 - 206
Copyright
Copyright © Cambridge University Press 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ANDERSON, G. & BOUD, D. (1996) ‘Extending the role of peer learning in university courses’, Research and Development in Higher Education 19: 15–19.Google Scholar
BARTLEET, B. L. (2002) ‘Re-embodying the ‘gendered podium’’, Context: Journal of Music Research 23: 39–47.Google Scholar
BARTLEET, B. L. (2003) ‘Female conductors: The incarnation of power?’, Hecate: An Interdisciplinary Journal of Women's Liberation 29 (2): 228–34.Google Scholar
BARTLEET, B. L. (2004) ‘From coffee houses to executive suites: an experiential approach to feminist musicology’, in Phillips, J., Ewans, M., Halton, R. & Barwick, L. (Eds), Music Research: New Directions For a New Century (pp. 186–95). London: Cambridge Scholars Press.Google Scholar
BARTLEET, B. L. (2005) ‘Reflections on females conducting’, in Mackinlay, E., Collins, D. & Owens, S. (Eds), Aesthetics and Experience in Music Performance (pp. 235–42). London: Cambridge Scholars Press.Google Scholar
BARTLEET, B. L. (2006) ‘Conducting motherhood: The personal and professional experiences of women orchestral conductors’, Outskirts: Feminisms along the Edge, 15. Available at http://www.chloe.uwa.edu.au/outskirtsGoogle Scholar
BLOM, D. & POOLE, K. (2004) ‘Peer assessment of tertiary music performance: Opportunities for understanding performance assessment and performing through experience and self-reflection’, British Journal of Music Education 24 (1): 111–25.CrossRefGoogle Scholar
BLUMENFELD, P. C., MARX, R. W., SOLOWAY, E. & KRAJCIK, J. (1996) ‘Learning with peers: From small group cooperation to collaborative communities’, Educational Researcher 25 (8): 37–40.Google Scholar
BOUD, D. (1999) ‘Situating academic development in professional work: using peer learning’, International Journal for Academic Development 4 (1): 3–10.Google Scholar
BOUD, D. & MIDDLETON, H. (2003) ‘Learning from others at work: communities of practice and informal learning’, Journal of Workplace Learning 15 (5): 194–202.CrossRefGoogle Scholar
BOUD, D., COHEN, R. & SAMPSON, J. (2001) Peer Learning in Higher Education: Learning From and With Each Other. London: Kogan Page.Google Scholar
COX, M. D. (1999) ‘Peer consultation and faculty learning communities’, New Directions for Teaching and Learning 79: 39–49.CrossRefGoogle Scholar
CRESSEY, P., BOUD, D. & DOCHERTY, P. (2006) ‘The emergence of productive reflection’, in Boud, D., Cressey, P. & Docherty, P. (Eds), Productive Reflection at Work: Learning for Changing Organizations (pp. 11–26). London: Routledge.Google Scholar
ELLIS, C. (2004). The Ethnographic I: A Methodological Novel about Autoethnography. Walnut Creek, CA: AltaMira Press.Google Scholar
ELLIS, C. & BERGER, L. (2002) ‘Their story/my story/our story: Including the researcher's experience in interview research’, in Gubrium, J. F. & Holstein, J. A. (Eds), Handbook of Interview Research: Context and Method (pp. 849–75). Thousand Oaks, CA: Sage.Google Scholar
ELLIS, C. & BOCHNER, A. (2006) ‘Analyzing analytic autoethnography: an autopsy’, Journal of Contemporary Ethnography 35 (4): 429–49.Google Scholar
EISEN, M. J. (2001) ‘Peer-based learning: A new-old alternative to professional development’, Adult Learning 12 (1): 9–10.Google Scholar
HOOKS, B. (1994) Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.Google Scholar
HOOKS, B. (1993) ‘Eros, eroticism and the pedagogical process’, Cultural Studies 7 (1): 58–63.Google Scholar
HØYRUP, S. & ELKJAER, B. (2006) ‘Reflection: Taking it beyond the individual’, in Boud, D., Cressey, P. & Docherty, P. (Eds), Productive Reflection at Work: Learning for Changing Organizations (pp. 29–42). London: Routledge.Google Scholar
HUNTER, D. (2006) ‘Assessing collaborative learning’, British Journal of Music Education 23 (1): 75–89.Google Scholar
KING, A. (1990) ‘Enhancing peer interaction and learning in the classroom through reciprocal questioning’, American Educational Research Journal 27 (4): 664–87.CrossRefGoogle Scholar
LEVESQUE-LOPMAN, L. (2000). ‘Listen and you will hear: Reflections on interviewing from a feminist phenomenological perspective’, in Fisher, L. (Ed.), Feminist Phenomenology (pp. 103–32). Dordrecht: Kluwer Academic Publishers.CrossRefGoogle Scholar
PETONITO, G. (1991) ‘Fostering peer learning in the college classroom’, Teaching Sociology 19 (4): 498–501.CrossRefGoogle Scholar
SAMPSON, J. & COHEN, R. (2001) ‘Designing peer learning’, in Boud, D., Cohen, R. & Sampson, J. (Eds), Peer Learning in Higher Education: Learning From and With Each Other (pp. 21–34). London: Kogan Page.Google Scholar
SCHULLER, G. (1997) The Compleat Conductor. New York: Oxford University Press.Google Scholar
SLAVIN, R. E. (1996) ‘Research on cooperative learning and achievement: what we know, what we need to know’, Contemporary Educational Psychology 21: 43–69.CrossRefGoogle Scholar
SLUIJSMANS, D., DOCHY, F. & MOERKERKE, G. (1999) ‘Creating a learning environment by using self-, peer- and co-assessment’, Learning Environments Research 1: 293–319.CrossRefGoogle Scholar
SPRY, T. (2001) ‘Performing autoethnography: An embodied methodological praxis’, Journal of Contemporary Ethnography 7 (6): 706–32.Google Scholar
TOSEY, P. & GREGORY, J. (1998) ‘The peer-learning community in higher education: reflections on practice’, Innovations in Education and Training International 35 (1): 74–81.Google Scholar

Bartleet and Hultgren video

Bartleet and Hultgren video

Download Bartleet and Hultgren video(Audio)
Audio 51.5 MB