Melbourne Conservatorium of Music - Research Publications

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Author: de Bruin, Leon × End date: 2022 ×

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Now showing 1 - 10 of 54
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    Training and retaining traditions: The Grainger Wind Symphony
    Southcott, J ; de Bruin, LR ; de Bruin, L ; Southcott, J (Routledge, 2022-09-22)
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    Introduction: Redefining the field
    de Bruin, LR ; Southcott, J ; de Bruin, L ; Southcott, J (Taylor & Francis, 2022)
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    International creativities research in economic, education and trade policy.
    Harris, A ; de Bruin, L ; Chemi, T ; Burnard, P (Southern Oregon University, 2018)
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    Creative Pedagogies with Technology: Future Proofing Teaching Training in Music
    de Bruin, L ; Merrick, B ; Henriksen, D ; Mishra, P (Springer International Publishing, 2022)
    In this chapter, the authors will consider the benefits and challenges of enacting creative pedagogical approaches in the tertiary context and examine emerging educational practices about twenty-first century learning and technology. Creativity continues to be a key construct for twenty-first century music education practice and education, incorporating technology that delivers deeper and more profound learning experiences- that paradoxically isolate individual learning yet at the same time provoke reflection, growth, and sustainability. This chapter explores the delivery of a tertiary degree in Music Teaching, specifically addressing the following areas: • Curriculum design, delivery, and assessment, • Entrepreneurial approaches to learning through student centred activity, • Online learning, student access, self-regulation, and self-assessment, • Learning environments (including online and technology-based practice) that mirror global change, capacities, and expectations. Through a combination of annotated examples of teaching practice, selected research, and related theoretical reference, this chapter will propose a range of creative, innovative learning solutions. Importantly, this chapter draws on research undertaken with graduate students after their year of learning during the COVID pandemic and subsequently provides insights into these four areas and their influence on the students’ learning. This is supported by a discussion of a range of teaching approaches and strategies that can be used to foster creativities and shifts in teaching practice.
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    Director perspectives to equity, access, and inclusion in the school jazz ensemble
    de Bruin, LR (Frontiers Media SA, 2022-12-20)
    Arts and culture are increasingly acknowledged as pillars of society in which all of humanity including people who identify as’ LGBTQIA+ can contribute in 21st century society. United Nations and individual country initiatives continue to promote the notion of inclusive, egalitarian values that promote equal access and opportunity to chosen careers and passions. Jazz as an artform has evolved as a form of cultural expression, entertainment, and political metaphor, subject to societal and populist pressures that have created both a canon and popularized history. Jazz education has moved from largely informal to almost wholly formal and institutionally designed methods of learning and teaching. The jazz ensemble or stage band remains an enduring secondary education experience for most students learning jazz today. This qualitative study of music directors investigates their approaches, perspectives and concerns regarding attitudes and practices in the teaching profession, the promoting of inclusive practices, access, and equity, amidst a pervasive masculinized performance and social structure that marginalizes non-male participation. The study provides implications for how jazz education may continue to evolve in both attitude and enlightened access in the education of jazz learners.
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    Grainger Wind Symphony
    de Bruin, L ; Southcott, JS ; de Bruin, L ; Southcott, J (Routledge, 2022-09-22)
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    Introduction
    de Bruin, LR ; Southcott, J (Routledge, 2022-09-22)
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    Postlude
    de Bruin, LR ; Southcott, J (Routledge, 2022-09-22)
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    Being and becoming instrumental musicians and teachers: A post-qualitative exploration
    Southcott, J ; de Bruin, LR (Frontiers Media SA, 2022-10-13)
    In trying to understand the complex interplay between effective learning and personal experience in instrumental music education we look to our own histories of becoming instrumental performers trained in conservatoires. We seek a collective fusion of horizons of possibility to explore the relationships of musicians, both learners and teachers, with each other and their environments. We adopt the post-qualitative turn, as it offers space and place for simmering curiosities, introspections, evaluations, and yearnings. As pondering individuals, we question how we were pulled and prodded through the acquisition of instrumental expertise. We are a trumpeter and a clarinetist; we are performers. We are also music educators who both re-enact and resist what was given to us as gospel. We hope to find within our thick and layered experiences, understandings of the better teacher we hope to become. We look beyond our “training” to our becoming both musicians and pedagogues, a work that remains in progress. We offer this pathway to our students—how can we/they become the better music educator?
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