One-to-one lessons are ubiquitous in music education, and thus understanding the components of effective teaching in this environment is essential for student learning. This study explored whether the teaching elements identified in previous studies were evident with applied music teachers working with both college and pre-college students, and if those elements differed as a function of the level of the students. In addition, these teachers were asked to provide commentary on what they deemed important to effective studio teaching. I examined video recordings of 18 lessons given by two applied teachers who had received formal recognition for outstanding teaching. Many of the observations in this study were consistent with previous findings; however, higher rates of low magnitude positive feedback and student errors that did not elicit stops were present. One element regarding physical proximity was added. The findings indicate important differences in the way these teachers approach students at different levels, particularly regarding side coaching during performance, teacher modeling, feedback, and correction of errors. Participants also emphasized the importance of rapport and positive relationships.

中文翻译：

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应用工作室教学专长：教师与多层次的学习者合作

一对一的课程在音乐教育中无处不在，因此了解这种环境中有效教学的组成部分对于学生的学习至关重要。本研究探讨了先前研究中确定的教学元素是否在与大学和大学预科生一起工作的应用音乐教师中很明显，以及这些元素是否因学生水平的不同而不同。此外，这些教师还被要求就他们认为对有效的工作室教学很重要的内容发表评论。我检查了两位应用教师提供的 18 节课的录像，他们因出色的教学而获得了正式认可。本研究中的许多观察结果与之前的发现一致；然而，存在较高比率的低幅度正反馈和学生错误，但不会引起停止。添加了一个关于物理接近度的元素。调查结果表明，这些教师在对待不同层次学生的方式上存在重要差异，特别是在表演期间的辅助指导、教师建模、反馈和错误纠正方面。与会者还强调了融洽和积极关系的重要性。