Conservatoire student and instrumental professor: the student perspective on a complex relationship. Presland, C. British Journal of Music Education, 22(03):213-237, Cambridge University Press, 10, 2005.
abstract   bibtex   
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.
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 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},
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 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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