Transformative teaching and learning is not, in itself, new. Many one-to-one music teachers already practise elements of the transformative approach in their teaching.

By conducting  research into one-to-one teaching and learning approaches, we hope to bring out into the open the innovative, inspiring, and excellent practices that often take place behind the closed doors of the music studio. Our research findings feed into the resources and tools you see on this website.

Here are some of the team's recent international publications and presentations on the project, followed by some other relevant sources.

Recent publications by the project team

Burwell, K., Carey, G., & Bennett, D. (2017). Isolation in studio music teaching: The secret garden. Arts and Humanities in Higher Education. 0(0), 1-23.

Carey, G., Harrison, S., & Dwyer, R. (2016). Encouraging reflective practice in conservatoire students: A pathway to autonomous learning? Music Education Research 19(1), 99-110.

Carey, G., & Grant, C. (2016). Enacting transformative pedagogy in the music studio: A case study of responsive, relational teaching. Paper presented at the ISME CEPROM Seminar, Saint Andrews, Fife, Scotland.

Carey, G., & Grant, C. (2016). Peer-assisted reflection in studio music teaching. In C. Klopper & S. Drew (Eds.), Teaching for learning and learning for teaching: Cases in context of peer review of teaching in Higher Education (pp. 63-78). Rotterdam: Sense Publishers.

Carey, G., & Grant, C. (2015). Teacher and student perspectives on one-to-one pedagogy: practices and possibilities. British Journal of Music Education, 32(01), 5-22. 

Carey, G., & Grant, C. (2014). Teachers of instruments, or teachers as instruments? From transfer to transformative approaches to one-to-one pedagogy. Paper presented at the ISME CEPROM Seminar, Belo Horizonte, Brazil.

Burwell, K. (2013). Apprenticeship in music: A contextual study for instrumental teaching and learning. International Journal of Music Education31(3), 276-291. doi: 10.1177/0255761411434501

Carey, G., Bridgstock, R., McWilliam, E., & Taylor, P. & Grant, C. (2013). Characterising one-to-one conservatoire teaching: Some implications of a quantitative analysis. Music Education Research 15(3), 357–368.

Carey, G., Grant, C., McWilliam, E., & Taylor, P. (2013). One-to-one pedagogy: Developing a protocol for illuminating the nature of teaching in the conservatoire. International Journal of Music Education 31(2), 148–159.

Gaunt, H. & Westerlund, H. (Eds.) (2013). Collaborative Learning in Higher Music Education. Surrey, UK: Ashgate.

Carey, G., Lebler, D. & Gall, S. (2012). Investigating the one-to-one teaching model in higher music education: Developing a collaborative model of inquiry. Scientia Paedagogica Experimentali : International Journal of Experimental Research in Education. Vol. 47(2), pp. 175-198

Gaunt, H., Creech, A., Long, M., & Hallam, S. (2012). Supporting conservatoire students towards professional integration: One-to-one tuition and the potential of mentoring. Music Education Research, 14(1), 25-43.

Other publications: Transformative teaching and learning

Biggs, J. (2003). Teaching for quality learning at university: What the student does (2nd ed). Berkshire: SRHE & Open University Press.

Biggs, J. B. (2008). Constructive Alignment.

Boyd, R. D. & Myers, J. G. (1988). Transformative education. International Journal of Lifelong Education 7, 261–284.

Cranton, P. (1994). Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. San Francisco: Jossey-Bass.

Lysaker, J. & Furuness, S. (2011). Space for transformation: Relational, dialogic pedagogy. Journal of Transformative Education, 9(3), 183–187.

King, K.P. (2005). Bringing transformative learning to life. Malabar, FL: Krieger.

McGonigal, K. (2005). Teaching for transformation: From learning theory to teaching strategiesSpeaking of Teaching 14(2), 1–4.

Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.

Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education 74, 5–12.

Mezirow, J. (2000). Learning to think like an adult. In J. Mezirow & Associates (Eds.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3-33). San Francisco: Jossey-Bass.

Mezirow, J. et al (2000). Learning as Transformation: Critical Perspectives on a Theory in Progress. New York: John Wiley.

Renshaw, P. (2009). Lifelong learning for musicians: The place of mentoring.

Taylor, E. (1998). The theory and practice of transformative learning: A critical review. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education.

Taylor, E. (2007). An update of transformative learning theory: A critical review of the empirical research (1999-2005). International Journal of Lifelong Education, 26(2), 173–191.

Taylor, P.G., Kwek, D., Tan, C. & Short, B. (2012). Coding of classroom pedagogical practices: An international comparison.

van der Linden, J., Erkens, G., Schmidt, H. & Renshaw, P. (2000). Collaborative learning. In R.–J. Simons, J. Van Der Linden & T. Duffy (Eds.), New Learning (pp. 37–54). Dordrecht, Netherlands: Kluwer Academic.

Other publications: One-to-one music teaching and learning

Burwell, K. (2005). A degree of independence: Teachers’ approaches to instrumental tuition in a university college. British Journal of Music Education22(3), 199-215.

Chronister, R. (2005). Principles of teaching and learning, in: Chronister, R. & Darling, E., A piano teacher's legacy: Selected writings by Richard Chronister (Kingston, NJ, Frances Clark Center for Keyboard Pedagogy), 7–28.

Gaunt, H. (2007). One-to-one tuition in a conservatoire: The perceptions of instrumental and vocal teachers. Psychology of Music 36(2), 215-245.

Gaunt, H. (2009). One-to-one tuition in a conservatoire: The perceptions of instrumental and vocal students. Psychology of Music 38(2), 178-208.

Kennell, R. (1997). Teaching music one on one: A case study. Dialogue in Instrumental Music Education, 21(1), 69–81.

McPhail, G.J. (2013). Developing student autonomy in the one-to-one music lesson. International Journal of Music Education31(2), 160-172. doi: 10.1177/0255761413486407

Mills, J. (2002). Conservatoire students’ perceptions of the characteristics of effective instrumental and vocal tuition. Bulletin of the Council for Research in Music Education, 153/154, 78-82.

Nerland, M. (2007) One-to-one teaching as cultural practice: two case studies from an academy of music, Music Education Research, 9(3), 399–416.

Perkins, R. (2013). Learning cultures and the conservatoire: An ethnographically-informed case study. Music Education Research, 15(2), 196-213.

Persson, R. (1994). Concert musicians as teachers: On good intentions falling short.  European Journal for High Ability 5, 79-91.

Persson, R. (1996). Studying with a musical maestro: A case study of commonsense teaching in artistic training. Creativity Research Journal 9(1), 33-46.

Presland, C. (2005). Conservatoire student and instrumental professor:  The student perspective on a complex relationship. British Journal of Music Education, 22(3), 237–248.

Young, V., Burwell, K. & Pickup, D. (2003). Areas of study and teaching strategies in instrumental teaching: A case study research project. Music Education Research5(2), 139-155.