Zoekresultaten

Lifelong learning for professional musicians

In order to meet the challenges of rapidly changing cultural life in the 21st century, professional musicians have to be lifelong learners, drawing on a wide range of knowledge and skills. To be successful in a variety of roles, they need a reflective and responsive attitude to change.This chapter addresses the concept of lifelong learning and its meaning for professional musicians, as well as the ways institutions and teachers can facilitate attitudes and capacities for lifelong learning. A biographical perspective will provide a lens through which concepts of lifelong learning can be seen through the interconnection of musicians' personal and professional development. Lifelong learning in the aggregate complex of music education, (i.e., educational organizations and learning environments, teachers, students, and graduates) is especially relevant and will be addressed. The chapter finishes with some recommendations related to implementing the concept of lifelong learning in music education.

Musicians as Lifelong Learners: 32 Biographies

Within the study ‘Musicians as Lifelong Learners: Discovery through Biography’, biographical research was used to examine key developments in the professional lives of musicians, focusing on the relationship between their life, educational and career span ant their learning styles. This resulted in a collection of 32 narrative learning biographies of musicians from different countries and with various careers. Musicians with a performing career, music pedagogues, and musicians with a portfolio career, who combine different roles within various areas of engagement, are portrayed. The main thread throughout the biographies is the question of how these musicians learn as ‘lifelong learners’.

Preparing undergraduate students for lifelong learning

This thesis presents an exploration of ‘how entrepreneurship education pedagogy can enhance undergraduate business students’ autonomous motivation for self-directed learning’. It has twin, equally valuable, purposes: to make an original theoretical contribution and to improve professional practice in this area. The work addresses the lack of pedagogical research in entrepreneurship education that focuses on learner development, with a specific aim at development of self-directed learning skills for lifelong learning. The research is approached with a concurrent, mixed methods design, comparing pre- and a post-EE, self-assessment survey results from 245 students, enrolled in a Young Enterprise venture creation programme, and a control group at a Dutch university. With the use of open-question surveys among the same population, during and after the EE modules, as well as from focus group discussions with a selection of participating students and teachers, explanation was sought for the observations drawn from the quantitative study. Significant relationships were found between students’ self-reported maturity of autonomy, self-efficacy, and motivation for learning, and in how these relate to self-directed learning readiness. Entrepreneurship education was found to significantly moderate the relationship between the learning characteristics and self-directed learning, and to strengthen of the students’ perceived readiness for self-directed learning. Explanation for the impact of EE were found to be related to the stage-wise, mixed pedagogy approach to learning, that combines authentic learning with a hierarchical approach to competence development, and supportive team dynamics. The research contributes to practice with a proposed conceptual framework for understanding how to prepare for self-directed learning readiness and a teaching-learning framework for its development in formal educational settings. It contributes to knowledge with its deeper understanding of how students experience learning in EE and how that affects their willingness to pursue learning opportunities.

Supporting the educational process

Lifelong learning for musicians: critical issues arising from a case study of Connect

This article intends to focus on those critical issues arising from the Connect case study (Renshaw, 2005) that have wider applicability in contemporary professional practice in terms of lifelong learning. Special attention will be given to the following areas:• formal, non-formal and informal learning;• musical leadership;• quality;• self-assessment and reflective practice;• professional development of musicians.

Journeys of LIfelong Learning in Music

In this reflective handbook, Rineke Smilde clarifies fundamental concepts of Lifelong Learning in Music through examples of research projects which were explorative and innovative. She identifies several key themes such as reflective practice, artistry, excellence, reciprocity and artistic response. She gives special attention to the notion of the ‘reflexive conservatoire’, which is rooted within the framework of lifelong learning and includes attention to tacit knowing, artistic excellence and the crucial connection to the outside world. In the end, Smilde makes a strong case for all musicians developing an informed social role that reflects their own identity and underpins their professional performance.