Balancing Teacher and Learner Dynamics in a College Music Classroom: Qualitative Case Study
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This study was conducted in order to find teachers` roles for balanced teacher-student dynamics in college music education setting. Portraiture, a social science inquiry method, is borrowed to look for contexts, voices, relationships and emergent themes from a phenomenon and qualitatively document the experiences. A classical voice literature class in a music college was observed to shape the portrait of current college music education in addition to interviews with the instructor and two students of the class. Observed class showed teacher-centered feature in various aspects; therefore, this research discusses strategies to move locus of classroom dynamics, roles of teachers, responsibility of learning, and the purpose and processes of evaluation to form more balanced teacher-student relationship. Furthermore, through the analysis, this study suggests a transformed syllabus of the observed class.
Abstract
This study was conducted in order to find teachers` roles for balanced teacher-student dynamics in college music education setting. Portraiture, a social science inquiry method, is borrowed to look for contexts, voices, relationships and emergent themes from a phenomenon and qualitatively document the experiences. A classical voice literature class in a music college was observed to shape the portrait of current college music education in addition to interviews with the instructor and two students of the class. Observed class showed teacher-centered feature in various aspects; therefore, this research discusses strategies to move locus of classroom dynamics, roles of teachers, responsibility of learning, and the purpose and processes of evaluation to form more balanced teacher-student relationship. Furthermore, through the analysis, this study suggests a transformed syllabus of the observed class.
참고문헌 (14)
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