ABSTRACT

This study aimed to empower piano students and explore their understandings of how teaching and learning of musical interpretation of Western classical music could be developed to foster autonomy and a personal, authentic artistic voice. Two research questions were formulated: How have students experienced teaching and learning of musical interpretation? How do students envision a meaningful organisation of such teaching and learning? The empirical material, created during a participatory action research project with 4 piano students within an artistic bachelor programme, was hermeneutically analysed, and narratives were created and twice negotiated with the students. Their education was described as backwards-looking and not preparing for autonomous learning and musicianship. In contrast, a meaningful organisation was envisioned as collaborative, dialogical, characterised by openness, humility, honesty, and mutual understanding, where musical interpretation is viewed as a complex, ongoing, open-ended process, allowing for multiple, incompatible views, breaking from the master–apprentice model and the current restrictive ideology.

摘要

本研究旨在增强钢琴学生的能力，并探索他们对如何发展西方古典音乐音乐诠释的教学和学习以培养自主性和个人、真实的艺术声音的理解。制定了两个研究问题：学生如何体验音乐解释的教学和学习？学生如何设想这种教学和学习的有意义的组织？对艺术学士课程中 4 名钢琴学生参与式行动研究项目中创建的经验材料进行解释学分析，并创建叙述并与学生进行两次协商。他们的教育被描述为向后看，没有为自主学习和音乐才能做准备。相比之下，一个有意义的组织被设想为协作的，