Perform "like a king": Novel learning strategies to optimise music students' concert stage mastery.
The role of tertiary music performance education is to prepare students for professional performance. Professional performers demonstrate stage mastery, and their concert preparation transcends the score to equip them for the concert stage. Music educators must translate professionals' insights into...
| Publicado en: | Arts & Humanities in Higher Education Vol. 24; no. 2; pp. 157 - 172 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Apr2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=183761919&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 183761919 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14740222 P5X jtl: Arts & Humanities in Higher Education issn: 14740222 maglogo: Y pubinfo: dt: Apr2025 vid: 24 iid: 2 pid: 344 pub: Sage Publications Inc. artinfo: ui: 183761919 10.1177/14740222241302114 ppf: 157 ppct: 15 formats: tig: atl: Perform "like a king": Novel learning strategies to optimise music students' concert stage mastery. aug: au: Urbaniak, Olivia Mitchell, Helen F affil: 180129 Sydney Conservatorium of Music, The University of Sydney, Australia su: Professional employee training Music teachers Musical performance Teachers Music education Experiential learning sug: subj: Professional employee training Music teachers Musical performance Teachers Music education Experiential learning keyword: experiential learning Music performance education professional practice roleplay stagecraft ab: The role of tertiary music performance education is to prepare students for professional performance. Professional performers demonstrate stage mastery, and their concert preparation transcends the score to equip them for the concert stage. Music educators must translate professionals' insights into performance education. This study developed, trialled and evaluated two learning modules for performance students, based on expert strategies. In Module 1, students engaged in a backstage immersion task. In Module 2, students roleplayed as expert performers and audience members. Participants reflected on their experiences in interviews. Workshops and interviews were recorded, transcribed, and coded thematically. Students analysed the concert environment critically and observed their performance mindset. Emulating expert performers prompted compelling stage presence and students observed the effects of stagecraft on audiences. Peer-to-peer learning facilitated critical reflection on professional practice and students resolved to apply these skills to concert preparation. Future studies will develop these tools for pedagogues and students. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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