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Unpacking Privilege Workshop
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In: Writing and Linguistics Faculty Presentations (2021)
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| 62 |
Managing Difficult Conversations Workshop
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In: Writing and Linguistics Faculty Presentations (2021)
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| 63 |
Writing & Linguistics News
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In: Writing & Linguistics News (2021)
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| 64 |
Loyal
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In: Writing and Linguistics Faculty Research and Publications (2021)
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| 67 |
Travelling in Place: Poetry From the Pandemic
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In: Teachers as Writers (2021)
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| 74 |
Amjambo Africa! (September 2021)
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In: Amjambo Africa! (2021)
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| 79 |
England is blue and China is red: a case study of two Chinese adolescents’ expression of linguistic identity through the construction of English as a second language (ESL) poetry
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| 80 |
Authoritative discourse in advanced studio lessons
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Abstract:
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 of studio teaching. This qualitative case study seeks evidence of authority in advanced studio behaviour, through Bakhtin’s account of dialogism and authoritative discourse and theories related to direct instruction. Specifically, an analysis is made of a single studio lesson given by an expert saxophone teacher to an undergraduate student. The terms of inquiry are focused on features of lesson dialogue, including representations of others as emblems of authority, the teacher’s initiation of tasks, student responses and teacher feedback. The study identifies internally consistent patterns of behaviour that provide abundant evidence of teacher-centred approaches to advanced studio tuition, which draw attention to the teacher’s personal expertise, privilege her perspective and convey a sense of her authority. However, the observed studio practices are found to be complex and sophisticated, with features of cognitive scaffolding that are inconsistent with authoritative discourse. It is argued that authoritative approaches are contingent on the subject matter, with their productivity contingent on the balance and match between participants’ expertise, commitment and purpose.
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Keyword:
1601 Anthropology; 1701 Psychology; 1904 Performing Arts and Creative Writing
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URL: http://handle.unsw.edu.au/1959.4/unsworks_64471
https://doi.org/10.1177/1029864919896085
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