The Sydney Conservatorium Early Music Ensemble: An activity-theoretical study of the impact of period instruments, historically-informed performance and a unique pedagogy on tertiary group-learning experiences

摘要

This PhD thesis is focused on the learning experiences of students in the SydneyudConservatorium Early Music Ensemble (EME). It sheds light on an area thatudremains relatively under-researched to date: the group-learning experiences ofudtertiary-level music students. EME provides its members with an opportunity toudexperiment with period instruments and to explore repertoire from the lateudRenaissance to early Classical periods with a historically-informed approach toudmusic making. The tutors of the ensemble, all of whom are expert practitionersudin the field of historically-informed performance (HIP), have nurtured audpedagogy that embraces elements of informal peer learning and stimulatesudactive participation and collaboration. The main claim of the thesis is that periodudinstruments, HIP, a broadly constructivist tutor approach and collaborative peerudlearning all play a significant role in stimulating deeper learning and activelyudengaged music making.udAs part of the purely qualitative research design twelve EME students areudinterviewed about their experiences of learning to play period instruments andudtheir perceptions of a collaborative learning environment, including the role ofudpeers and tutors. A series of open-ended interview questions serves to gainudinsights into the principal research questions: what learning possibilities do theudinstruments offer and how do the students experience this alongside the mentaludand physical rigours of HIP, the unique approach of the tutors and interactionsudwith peers?udIn seeking a theoretical framework to help explore the interrelationshipsudbetween the materials and the 'actors' in EME, Cultural-Historical ActivityudTheory (CHAT) offers a particularly helpful perspective. This research approachudincorporates both ‘tools’ and the learning community as integral influences inudthe learning process. As such it facilitates a holistic investigation of the learningudand teaching relationships in the specific EME environment and the ‘affordances’udor learning potential of the materials involved.ududMy research claim is firmly supported by the findings in this study. The studentsudprovide ample evidence of a broad range of deep learning experiences associatedudwith period instruments and HIP. In addition the benefits of multiple elements ofudgroup-learning are identified: a continuum of formal and informal learning,udcollaborative peer learning, and a reflective tutor approach that embraces activeudparticipation. The study contributes to CHAT in the realm of the arts and hasudpositive implications for the role of period instruments, HIP and the value ofudgroup-learning situations in western-style conservatoires and other tertiaryudmusic institutions.