Recent Research in Applied Studio Instruction: Characteristics of the Applied Setting

Abstract

In his 2002 chapter, Systematic Research in Studio Instruction in Music Richard Kennell reviews and summarizes major research efforts for the applied studio setting. Over the past decade, a renewed interest in the applied studio has become apparent in a line of investigative inquiry pursued by researchers. The purpose of this paper, part one in a two-part series, is to highlight some of this new work on an international platform, in keeping with the comprehensive framework as laid out by Kennell (2002). The dyadic nature of the applied studio is clearly seen in the ‘master-apprentice’ model and Kennell (2002) refers to this as the expert-novice apprenticeship model early in the chapter. Kennell (2002) goes on to review research from within several broad categories: the roles of student and teacher, their behaviors, their interactions, and evaluation. Research undertaken most recently can still be grouped loosely into these categories, which for the purposes of this series are clustered as (1) characteristics of the applied setting (Burwell, 2006; Colprit, 2000; Duke, 1999/2000; Duke & Simmons, 2006; Fredrickson, 2007; Gaunt, 2008; Kurkul, 2007; Laukka, 2004; Mills & Smith, 2003), (2) the use of practice in the applied studio (Jorgensen, 2002; Kostka, 2002; C.K. Madsen, 2004; Maynard, 2006), and (3) the use of evaluation in the applied studio (Bergee, 2003; Bergee & Cecconi-Roberts, 2002; Oberlander, 2000; Parkes, 2006, 2008a, 2008b). Additionally, several authors (Bennett & Stanberg, 2006; Jorgensen, 2000; Parncutt, 2007; Sinsabaugh, 2007) have recently highlighted a more collaborative approach to the current modus operandi of the applied studio and there has been particular interest (Parkes, 2009; Wexler, 2008) in the dual roles that applied teachers undertake as performers and teachers. This notion will be discussed with a view toward future research. The current paper will examine recent research about the characteristics of the applied setting and the forthcoming paper, will address the use of practice and evaluation, and collaborative processes and dual roles of the applied studio teachers.