Learning through teaching: Exploring what conservatoire students learn from teaching beginner older adults
Learning through teaching: Exploring what conservatoire students learn from teaching beginner older adults
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通过教学学习：探索音乐学院学生从教授初学者老年人中学到什么
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
A. Williamon
中科院分区：
文献类型：
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作者：
R. Perkins;L. Aufegger;A. Williamon
人们越来越认识到音乐对于促进健康老龄化的重要性，但人们对音乐家在教导老年人时学到了什么却知之甚少。本文报道了英国皇家音乐学院“生命节奏”项目的实践，该项目中，音乐学院的学生向 46 岁至 90 岁的成年初学者教授为期 10 周的集体器乐课程。为了询问四名师生从参与该项目中学到了什么，通过开放式问卷、日记和视频刺激的回忆访谈收集了定性数据。调查结果表明，学生教师重新制定了他们思考和教授老年学习者的方式，并发展了与广泛教育背景相关的技能和知识。文章的结论是，类似于“生命节奏”的模式，即音乐学院为学生提供教老年人的机会，可能是为音乐学生和老年人建立有意义的学习体验的有效手段。
Music is increasingly recognised as important in facilitating healthy ageing, yet little is known of what musicians themselves learn when they teach older adults. This article reports the practices of the Rhythm for Life project at the Royal College of Music in the UK, in which conservatoire students taught 10-week programmes of group instrumental music lessons to adult beginners aged between 46 and 90 years. In order to interrogate what four student-teachers learned from their engagement with the project, qualitative data were collected through open-ended questionnaires, diaries and video-stimulated recall interviews. Findings demonstrated that the student-teachers reformulated the ways in which they thought about and taught older adult learners, and developed skills and knowledge relevant to a wide range of educational contexts. The article concludes that models similar to Rhythm for Life, where conservatoires facilitate opportunities for students to teach older adults, may be an effective means of establishing meaningful learning experiences for music students and older adults alike.