Kim Burwell
Datos Biográficos
| ID | 3537211 |
|---|---|
| NOMBRE | Kim Burwell |
| NOMBRES | Kim |
| APELLIDO | Burwell |
| FIRMA | BURWELL K |
| AFILIACIONES | UNSW Sydney |
| ORCID | 0000-0002-1639-410X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAS | 1 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Understanding and managing music performance anxiety
Music performance anxiety (MPA) is experienced widely by young musicians (DEMPSEY, E. & COMEAU, G. (2019) Music performance anxiety and self-efficacy in young musicians: Effects of gender and age. Music Performance Research, 9, 60–79.), but little is known about the role their studio teachers might play in helping them to manage it. This interview study investigates 13 studio teachers’ understanding of MPA, and their approaches to its management …
An investigation of studio music teachers’ strategies to manage music performance anxiety
Musicians use a range of strategies to cope with music performance anxiety (MPA), but there is little research that investigates the coping strategies that are fostered by studio teachers (one-to-one instrumental/vocal teachers). Through an examination of 52 questionnaire responses of studio teachers, the most common strategies used to support students with MPA were investigated, as well as their self-perceived effectiveness. Two prominent strate…
Structural features in classical and jazz studio lessons
The purpose of this study was to investigate broad structural divisions in advanced studio lessons, characterising and comparing them, and considering their implications beyond the context of the studio. The study took a microethnographic approach to the observation of two undergraduate studio lessons, one classical and one jazz, given by expert performer-teachers. Structures were identified by seeking patterns of behaviour in terms of performanc…
Authoritative discourse in advanced studio lessons
The purpose of this paper is to explore authoritative discourses in advanced studio lessons. Authoritative approaches have been described variously as systematic instruction, direct teaching and teacher-centred, and they appear to be widely accepted in music education, and sought by advanced students. Concerns have been raised in general education theory about the limitations of such approaches, but they have been little researched in the context…
Coaching e feedback durante os exercícios iniciais em aulas de voz de nível avançado
O objetivo deste trabalho é caracterizar a interação entre professor e aluno no ensino e aprendizagem vocal durante os exercícios iniciais em aulas de voz de nível avançado. Um professor especialista de canto foi observado em aulas individuais com seis estudantes de graduação e gravações em vídeo das aulas são descritas e interpretadas em termos de comportamento colaborativo, com especial referência ao coaching e ao feedback. Os resultados aponta…
Isolation in studio music teaching
In comparison with classroom settings that are more accessible to the scrutiny of researchers and institutional monitoring, the one-to-one setting of instrumental and vocal studio teaching has been described as a ‘secret garden’. The physical isolation of the music studio has deep roots within the traditions of apprenticeship and embodies aspects of conservatoire culture that are sometimes carried over into other musical styles. With a focus on h…
Isolation in studio music teaching
In comparison with classroom settings that are more accessible to the scrutiny of researchers and institutional monitoring, the one-to-one setting of instrumental and vocal studio teaching has been described as a ‘secret garden’. The physical isolation of the music studio has deep roots within the traditions of apprenticeship and embodies aspects of conservatoire culture that are sometimes carried over into other musical styles. With a focus on h…
Isolation in studio music teaching
In comparison with classroom settings that are more accessible to the scrutiny of researchers and institutional monitoring, the one-to-one setting of instrumental and vocal studio teaching has been described as a ‘secret garden’. The physical isolation of the music studio has deep roots within the traditions of apprenticeship and embodies aspects of conservatoire culture that are sometimes carried over into other musical styles. With a focus on h…
Coaching e feedback durante os exercícios iniciais em aulas de voz de nível avançado
O objetivo deste trabalho é caracterizar a interação entre professor e aluno no ensino e aprendizagem vocal durante os exercícios iniciais em aulas de voz de nível avançado. Um professor especialista de canto foi observado em aulas individuais com seis estudantes de graduação e gravações em vídeo das aulas são descritas e interpretadas em termos de comportamento colaborativo, com especial referência ao coaching e ao feedback. Os resultados aponta…
Authoritative discourse in advanced studio lessons
The purpose of this paper is to explore authoritative discourses in advanced studio lessons. Authoritative approaches have been described variously as systematic instruction, direct teaching and teacher-centred, and they appear to be widely accepted in music education, and sought by advanced students. Concerns have been raised in general education theory about the limitations of such approaches, but they have been little researched in the context…
Structural features in classical and jazz studio lessons
The purpose of this study was to investigate broad structural divisions in advanced studio lessons, characterising and comparing them, and considering their implications beyond the context of the studio. The study took a microethnographic approach to the observation of two undergraduate studio lessons, one classical and one jazz, given by expert performer-teachers. Structures were identified by seeking patterns of behaviour in terms of performanc…
Understanding and managing music performance anxiety
Music performance anxiety (MPA) is experienced widely by young musicians (DEMPSEY, E. & COMEAU, G. (2019) Music performance anxiety and self-efficacy in young musicians: Effects of gender and age. Music Performance Research, 9, 60–79.), but little is known about the role their studio teachers might play in helping them to manage it. This interview study investigates 13 studio teachers’ understanding of MPA, and their approaches to its management …
An investigation of studio music teachers’ strategies to manage music performance anxiety
Musicians use a range of strategies to cope with music performance anxiety (MPA), but there is little research that investigates the coping strategies that are fostered by studio teachers (one-to-one instrumental/vocal teachers). Through an examination of 52 questionnaire responses of studio teachers, the most common strategies used to support students with MPA were investigated, as well as their self-perceived effectiveness. Two prominent strate…
Diverse Music Education Insights (6 obras) · Neuroscience and Music Perception (5 obras) · Studio (5 obras) · Pedagogy (4 obras) · Psychology (4 obras) · Art (3 obras) · Musicians’ Health and Performance (3 obras) · Sociology (3 obras) · Visual arts (3 obras) · Anxiety (2 obras)