Dissonance in the studio: An exploration of tensions within the apprenticeship setting in higher education music

Abstract

Studio-based learning in higher education music is held generally to be of central importance and highly effective. Although there are indirect reports of studio apprenticeships that have not proved effective, direct evidence that might support the deliberate investigation of “dissonant” studio practices remains rare. This article takes advantage of an opportunity presented within a broader project to explore the nested case study of a student who, exceptionally, reports that his teacher’s approach is not appropriate for him at his current stage of development. The implied dissonance within the studio is explored through the “rich transcription” of video evidence supported by questionnaire and interview data, highlighting issues of communication and flexibility. If the student’s private dissatisfaction can be considered in terms of dissonance within the studio, what might a dissonant studio lesson look like, and how might the dissonance present itself in the activity of teaching and learning?