Abstract:
This paper reports on variation in the ways that instrumental and vocal
students at tertiary level experience or understand, learning. Five related conceptions
of learning are described ranging from quite limiting view's to expansive view's. Students
who only experience learning music within a limiting conception will focus their
attention on the technical aspects of playing or singing. Students who experience
learning music within the expansive conception are able to focus on more meaningful
aspects of music if the learning environment supports their view. Understanding the
ways that instrumental and vocal students experience learning may have implications for
the development of learning environments that will encourage students to adopt a more
sophisticated learning framework resulting in higher quality learning outcomes.
