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Integrating theory and practice in conservatoires: formulating holistic models for teaching and learning improvisation

Parsonage, Catherine; Fadnes, Petter Frost and Taylor, James (2007). Integrating theory and practice in conservatoires: formulating holistic models for teaching and learning improvisation. British Journal of Music Education, 24(3) pp. 295–312.

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Academic study has become a more significant part of a conservatoire education in recent times, but it has not always informed performance as effectively as it might. There is a need for further development of an academic curriculum that is specifically relevant to performers, in which the links between theory and practice are made explicit rather than expecting students to construct these for themselves. This article reports on research into the integration of theory and practice at Leeds College of Music, UK, using jazz improvisation as a case study. Pilot teaching sessions within two modules explored ways in which students can be encouraged to engage actively with an appropriate academic curriculum that is embedded within a holistic learning experience.

Item Type: Journal Article
Copyright Holders: 2007 Cambridge University Press
ISSN: 0265-0517
Project Funding Details:
Funded Project NameProject IDFunding Body
Academic Unit/Department: Faculty of Arts and Social Sciences (FASS) > Art History, Classical Studies, English and Creative Writing, Music
Faculty of Arts and Social Sciences (FASS)
Item ID: 19396
Depositing User: Catherine Tackley
Date Deposited: 05 Jan 2010 17:06
Last Modified: 04 Oct 2016 16:42
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