A constructivist approach to studio instruction: A case study of a flute class.

摘要

This 10-week qualitative case study was conducted with five adult beginner flute students for creating a constructivist classroom in the studio instructional environment. This study addresses the traditional approach to studio instruction and applies the philosophy of constructivism and the transformative learning theory to create a more holistic approach to instrumental instruction.;Studio instruction is generally conducted in an apprentice-style approach where the student (apprentice) is instructed by the teacher (expert). This style of banking education (Freire, 1970) dominates the studio instructional setting, where the performance is more emphasized than the process of learning that leads to the performance. This manner of teaching and learning has been passed down through tradition and has not changed much over the course of history of music instruction. Whether you are a music major striving to become a famous soloist or an amateur musician acquiring lessons to improve one's skill for personal enjoyment, the structure of the lesson remains very much the same.;Research in cognitive science has made significant steps forward discussing the importance of experience, critical reflection, and discourse for development in how one learns, processes information, and gains knowledge. However, because the apprentice style of teaching and learning is so embedded in tradition, these concepts are not being readily applied to the studio setting. Music's reference to history and reliance on tradition for preserving beautiful music and instruments enrich all of us and our culture, but, it is important to have a new perspective and approach to explore different ways to teach studio music lessons.;This case study addressed the need to expand the pedagogy of studio instruction by focusing on an environment and development of curriculum that fosters exploration, discovery, critical reflection, and strategies for problem solving through constructivist approach. The process of how the students and the teacher co-create the curriculum and how they changed or are transformed by this learning experience is also be examined.