Mastery, enjoyment, tradition and innovation: A reflective practice model for instrumental and vocal teachers

Abstract

This article offers a model to assist music teachers in reflecting on their teaching practice in relation to their aims and values. Initially developed as a workshop aid for use on a music education MA program, the model is intended to provoke critical engagement with two prominent tensions in music education: that between mastery and enjoyment, and that between tradition and innovation. The experiential and theoretical bases of the model are discussed, and literature relating to the theoretical issues is reviewed. The design and application of the model are then outlined in detail, and explored through the perspectives of an international group of instrumental teachers. The model contributes to music education practice in three ways: as a workshop aid for music teacher trainers; as a versatile tool for instrumental teachers, assisting both critical reflection and teaching practice; and as an adaptable data collection instrument for future research in music education.