The Nature of Musical Independence

Several research projects are exploring the nature of musical independence as it is taught and developed through both formal and informal means. Musical independence includes but is not limited to developing the skills of musical literacy, deliberate practice, and self-efficacy. How can we teach our students to become independent musicians? Is the large ensemble model of teaching antithetical to the development of independence, or do we just need to rethink the experiences that happen within that structure? What kinds of musical activities do our students seek outside of school and do those activities provide opportunities not found within our curriculum. Current projects are exploring musical independence within the context of the secondary band program and the contemporary a cappella ensemble.

Related publications

Weidner, B.N. (in press).  Achieving greater musical independence in ensemble through cognitive apprenticeship.  Music Educators Journal.

Berglin, J. (2015).  “It’s much more collaborative”: Democratic action in contemporary collegiate a cappella.  Bulletin of the Council of Research in Music Education, 205, 51-69. doi:10.5406/bulcouresmusedu.205.0051

Weidner, B. N. (2015). Developing musical independence in a high school band.  Bulletin of the Council of Research in Music Education. doi:10.5406/bulcouresmusedu.205.0071

Morrison, S. J. & Demorest, S. M. (2012). Once from the top: Reframing the role of the conductor in ensemble teaching. in MacPherson & Welch eds. Oxford Handbook of Music Education, Vol. 1, New York: Oxford University Press, 826-843.

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