@article{
 title = {Conservatoire student and instrumental professor: the student perspective on a complex relationship},
 type = {article},
 year = {2005},
 pages = {213-237},
 volume = {22},
 websites = {http://www.journals.cambridge.org/abstract_S0265051705006558,papers3://publication/doi/10.1017/S0265051705006558},
 month = {10},
 publisher = {Cambridge University Press},
 day = {21},
 id = {f879e75d-70fb-3ac4-887d-d5fc60b7a47a},
 created = {2015-10-12T18:17:09.000Z},
 file_attached = {false},
 profile_id = {67edaefc-f885-37e4-bc00-882f4d80d81f},
 group_id = {0838b8f1-9c9e-3c79-8522-3879cfb89b62},
 last_modified = {2015-10-12T18:17:09.000Z},
 tags = {papers,rol profesor},
 read = {true},
 starred = {false},
 authored = {false},
 confirmed = {true},
 hidden = {false},
 source_type = {JOUR},
 abstract = {This article examines the special relationship between students and their instrumental teachers in UK conservatoires. Conservatoires in the UK provide a higher education for aspiring performers and composers and the students' choice of conservatoire will often be guided by their desire to study with a particular ‘professor’ who will teach them their major or ‘principal study’ instrument. Many such professors are visiting part-time staff whose teaching commitment represents only a small proportion of their wider professional lives. Here, the relationship between student and professor is revealed through the perceptions of piano students at a UK conservatoire and a picture emerges of partnerships which are remarkably productive, but vary widely in the degree and range of musical and personal support that students ideally hope to receive from them.},
 bibtype = {article},
 author = {Presland, Carole},
 journal = {British Journal of Music Education},
 number = {03}
}

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