Start Date
1-6-2011 2:30 PM
End Date
1-6-2011 3:00 PM
Description
The private music studio plays a crucial role in the education of the musician. One-to-one music tuition is one of the most effective means of learning a musical instrument and students can learn throughout the life-span. The student teacher relationship is vital in not only the technical and musical development of the student, but also in shaping the student’s identity and personal growth. This relationship can be described a personal, professional and positive.
In 2010, the author was running a private music studio full-time in Melbourne, Australia. The students ranged from four years old to retirement age and for many students, they had remained with the same teacher since their introduction to music. The instruments taught were flute, cello, double bass and theory which gave diversity to the clientale in regards to choice and musical taste.
The author was offered a Senior Lecturing position in Asia which comprised lecturing, research and private lessons. This was on condition of moving countries. Due to the difference in semester dates, the across had to close the studio at short notice mid-semester to start a new appointment.
The reaction of the students and their families was predictably mixed. The majority of families were first or second generation migrants thus there was a level of understanding for embracing opportunities overseas. There was much shock, sadness and a feeling of abandonment. Likewise, the author not only had to accept and embrace the forthcoming career and cultural change, but shed a former identity which had shaped the author’s persona.
The proposed paper will be an experiential study on closing a private music studio. Musical and social issues will be explored as well as the impact of the teacher on the student and the power of music in ones life.
Included in
Closing a Private Music Studio: An Experiential Study
The private music studio plays a crucial role in the education of the musician. One-to-one music tuition is one of the most effective means of learning a musical instrument and students can learn throughout the life-span. The student teacher relationship is vital in not only the technical and musical development of the student, but also in shaping the student’s identity and personal growth. This relationship can be described a personal, professional and positive.
In 2010, the author was running a private music studio full-time in Melbourne, Australia. The students ranged from four years old to retirement age and for many students, they had remained with the same teacher since their introduction to music. The instruments taught were flute, cello, double bass and theory which gave diversity to the clientale in regards to choice and musical taste.
The author was offered a Senior Lecturing position in Asia which comprised lecturing, research and private lessons. This was on condition of moving countries. Due to the difference in semester dates, the across had to close the studio at short notice mid-semester to start a new appointment.
The reaction of the students and their families was predictably mixed. The majority of families were first or second generation migrants thus there was a level of understanding for embracing opportunities overseas. There was much shock, sadness and a feeling of abandonment. Likewise, the author not only had to accept and embrace the forthcoming career and cultural change, but shed a former identity which had shaped the author’s persona.
The proposed paper will be an experiential study on closing a private music studio. Musical and social issues will be explored as well as the impact of the teacher on the student and the power of music in ones life.