Performing and teaching: the beliefs and experience of music students as instrumental teachers

Abstract

We focus on the music students at a conservatoire (A) that only trains performers and composers (performers/composers); a conservatoire (B) that also trains classroom teachers (education students); and a university (C) with only education students. We used a questionnaire to compare the experience and beliefs as instrumental teachers of the performers/composers at A and B; education students at B and C; and male and female performers/composers. Almost all students expected and hoped to do some work as instrumental teachers on graduation, and most were experienced as instrumental teachers. The beliefs of the two groups of education students were homogeneous. The beliefs of the two groups of performers/composers were similar, but those at B had more limited views. Male performers/composers emerged as less confident than females as instrumental teachers. Training performers/composers alongside classroom teachers does not necessarily enlighten their approach to instrumental teaching; male performers/composers may need particular support with broadening their approach.