ABSTRACT

One-to-one lessons based on the master-apprentice model are recognised in research and practice as an indispensable foundation for the training of professional musicians including singers. Given its primary importance to musician training, it is essential that researchers of this pedagogical model adopt methodologies and methods well-suited to illuminating the unique nature of one-to-one pedagogy. This article on methodology introduces multi-sited ethnography (MSFE) for one-to-one pedagogy research, exemplified through its use in a research project focused on one-to-one musical theatre singing voice pedagogy. MSFE is presented as ‘Big Q’ qualitative research approach which cohesively engages with epistemological, ontological, and methodological considerations facilitating the use of research methods which are well-suited to the private and ephemeral nature of the one-to-one lesson. MSFE is positioned as a research methodology which extends on and can address the challenges of extant research approaches in one-to-one pedagogy. MSFE is of particular use when researching participants across a broad cultural group (for example, studio teachers of a particular instrument or voice at multiple educational sites). We conclude with a discussion of the limitations of MSFE and make recommendations for further research.

摘要

基于师徒模式的一对一课程在研究和实践中被认为是培养包括歌手在内的专业音乐家不可或缺的基础。鉴于其对音乐家培训的首要重要性，这种教学模式的研究人员必须采用非常适合阐明一对一教学法独特性质的方法论和方法。这篇关于方法论的文章介绍了用于一对一教学法研究的多点人种学 (MSFE)，通过它在一个专注于一对一音乐剧歌声教学法的研究项目中的使用得到了例证。MSFE 被呈现为“大 Q”定性研究方法，它与认识论、本体论、方法论方面的考虑有助于使用非常适合一对一课程的私人和短暂性质的研究方法。MSFE 被定位为一种研究方法，可以扩展并解决一对一教学法中现有研究方法的挑战。MSFE 在研究跨广泛文化群体的参与者时特别有用（例如，特定乐​​器的工作室教师或多个教育站点的声音）。最后，我们讨论了 MSFE 的局限性，并提出了进一步研究的建议。MSFE 在研究跨广泛文化群体的参与者时特别有用（例如，特定乐​​器的工作室教师或多个教育站点的声音）。最后，我们讨论了 MSFE 的局限性，并提出了进一步研究的建议。MSFE 在研究跨广泛文化群体的参与者时特别有用（例如，特定乐​​器的工作室教师或多个教育站点的声音）。最后，我们讨论了 MSFE 的局限性，并提出了进一步研究的建议。