Peer assisted reflection for studio music teachers: Toward transformative one-to-one teaching and learning

Abstract

Scholars continue to identify and describe various concerns about traditional approaches to one-to-one learning and teaching of music. These include the limited adaptability, relevance, and generalisability of the learning that often takes place (e.g., Mills, 2002; Carey Grant, 2014); student submissiveness and dependence, teacher dominance, and other issues of power that can arise between teacher and learner (Burwell, 2013; Carey, 2008; Long, Creech, Gaunt, Hallam, 2014); and the lack of formal accreditation for one-to-one pedagogy (Gaunt, 2009), meaning that standards of teaching across and even within institutions may be erratic.