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Investigating one-to-one instrumental music lessons in relation to a training programme on Paul Harris’ simultaneous learning
University of Malaga, Spain.ORCID iD: 0000-0001-5733-7198
Uppsala School of the Arts.
2022 (English)In: International Journal of Music Education, ISSN 0255-7614, E-ISSN 1744-795X, article id 025576142211378Article in journal (Refereed) Published
Abstract [en]

’Simultaneous Learning’ (SL) is a pedagogical approach aimed at fostering enjoyable and proactive music teaching. Developed by the British educationalist Paul Harris, SL has been taught worldwide for the past two decades but has not yet been investigated by a scholarly publication. We thus focused our research on the first usage of SL in the context of one-to-one instrumental music lessons by training a selected group of teachers who had no prior experience with this approach. The data was collected through in-depth semi-structured interviews, focus group interview and journals kept by the teachers. We then used Interpretative Phenomenological Analysis (IPA) to understand the teachers’ and students’ experiences of instructing and being instructed according to the SL approach, respectively. Based on our results, we provide a structure to their lived experiences and explore the meanings they attached to them, among which positive experiences, challenges and the influence of SL on particular skills are identified. Furthermore, we offer implications that may benefit studio music tuition based on the insights provided by our analyses.

Place, publisher, year, edition, pages
Sage Publications, 2022. article id 025576142211378
Keywords [en]
Harris, learning, music, simultaneous, teaching
National Category
Music Educational Sciences
Identifiers
URN: urn:nbn:se:kau:diva-92540DOI: 10.1177/02557614221137844OAI: oai:DiVA.org:kau-92540DiVA, id: diva2:1713639
Available from: 2022-11-25 Created: 2022-11-25 Last updated: 2022-11-25Bibliographically approved

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Mateos-Moreno, Daniel

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  • nn-NB
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  • Other locale
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