One-to-one instrumental/vocal tuition forms a core part of the professional education offered to undergraduate and postgraduate music students in a conservatoire. However, whilst anecdotal evidence is plentiful, there is little research underpinning its practices. This article provides an analysis of the perceptions of 20 principal study teachers in a conservatoire in the UK about one-to-one tuition, its aims, processes and context. Findings emphasized the isolation of these teachers in their practice, and suggested that this might be problematic particularly given the intensity and complexity of the relationships formed between teacher and student. Furthermore, tension was evident between teachers' aspirations of facilitating student autonomy and self-confidence in learning and the processes of teaching they described, where the transmission of technical and musical skills, largely through teacher-led reflection-inaction, was often paramount. In this context, the dynamics of power invested in the one-to-one relationship suggested that whilst the potential of detailed shared reflection-in-action in one-to-one tuition was great, the relationship could also inhibit the development of self-responsibility and of an individual artistic voice, both of which were so prized by the teachers.
type
article
keywords
one to one tuition, studio teaching, Music Education