Teachers of instruments, or teachers as instruments? moving from transfer to transformative approaches to one-to-one pedagogy

Research into pedagogy in the context of instrumental and vocal tuition is, by its nature, limitless, as teachers constantly seek improved ways to support and develop their students’ learning. Drawing on the literature as well as qualitative and quantitative data from a project underway at one Australian tertiary music institution, this paper challenges some common existing approaches to one-to-one tuition, prompting a rethink of the fundamental role of the instrumental and vocal teacher. The authors contrast the traditional, didactic, teacher-oriented transfer pedagogy with a student-oriented, explorative, context-rich approach to learning. This transformative pedagogy is characterised by greater student engagement in learning, stronger conceptual understanding, and improved learning outcomes overall. Implications of the study include the imperative for teachers to engage in ongoing critical reflection of their pedagogical approach in the one-to-one context; for students to be made aware of the benefits that eventuate when they take ownership of and responsibility for their learning; and for institutions to explore broadening the scope and nature of instrumental and vocal tuition, and to support collaborative and reflective learning strategies among and between both students and teachers.