Description & Aims

Public Description of the Project

Despite the popularity of music learning and music making in Finland, the pedagogies that underpin instrumental studio teaching are outdated and ineffective. Based at the Sibelius Academy, the Transforming Musicianship Project will renew learning and performance practices among musicians and transform pedagogy in higher music education by highlighting the importance of learner identity. The project will revive historical music learning conventions to develop autonomous learners who can direct their learning and careers. The multidisciplinary project comprises an intra-individual, experimental and longitudinal study with seven classical musicians including the PI. The research involves questionnaires, reflexive diaries, interviews, concerts and rehearsals, and naturalistic observations of behaviour. The project’s theoretical and practical contributions have the potential to position Finnish music education at the forefront of instrumental pedagogical practice globally. 


Highlight the need to see instrumental music learning as a lifelong reflexive process in professional musicianship and western classical music; 

Nurture a professional learner identity among music instrumental students in higher education and graduate performance musicians through the development of strategies, resources, and tools to provide them with the means to improve and enhance their practice; 

Rebuild the traditional concept of guided learning and challenge rigid conceptions of transmission or apprenticeship models of instrumental learning; 

Challenge the status quo of classical music performance present in the orthodoxy of contemporary and historically informed performances; 

Extend the artistic research field, usually characterized by a single artist collecting data on his/her own artistic work, through a unique and multidisciplinary collaboration; and 

Develop a network of academics, performers, and institutions, providing opportunities to share ideas and develop collective and transformative pedagogical and performative knowledge. 

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