Thesis
Thesis Title & Description
Exploring the development of dialogic teaching skills amongst instrumental/vocal teachers: A participatory action research project
- Supervisor: Dr Naomi Norton
Dialogic teaching has been found to improve instrumental/vocal students’ musical expression, independent thinking skills, at-home practice, pitch, and rhythm. Despite this, little is currently known about how instrumental/vocal teachers learn to use dialogic teaching. This research will examine to what extent observation of dialogic teaching, peer-to-peer discussion, and accumulation of teaching experience might support instrumental/vocal teachers to develop dialogic teaching skills. The research will also explore how strategies for extending dialogue beyond initial, teacher-led questions could be used within one-to-one instrumental/vocal lessons. Trainee instrumental/vocal teachers, instrumental/vocal teachers in existing roles, and the students of these teachers will be invited to participate in an action research project; participation in this research could enable participants and the researcher to enhance and reflect upon their teaching practice. Findings will be of direct relevance to a wider audience of teacher educators, instrumental/vocal teachers, and providers of pedagogical resources.
Biography
Biography
I am a piano and woodwind teacher employed by Inspire Music, the lead provider for Nottinghamshire Music Education Hub. I deliver a mixture of whole-class, small-group, and one-to-one instrumental lessons in Nottinghamshire schools and I have previously worked as an instrumental teacher with music services in the Leeds area.
I have a Master of Arts (MA) in Music Education: Instrumental and Vocal Teaching from the University of York and a Bachelor of Arts (BA Hons) in Music from the University of Durham. My PhD research is fully-funded by the Arts and Humanities Research Council (AHRC) through the White Rose College of the Arts and Humanities (WRoCAH).
Research
Research Interests
Music education, instrumental and vocal teaching, dialogic teaching, dialogue
Publications
Publications
Presented ‘Exploring the development of dialogic teaching skills amongst trainee instrumental/vocal teachers: A mixed-methods study’ at the Postgraduate Research in Music Education Symposium, Trinity Laban Conservatoire of Music and Dance, October 2022
Poole, J. and Norton, N. (2023). Investigating trainee instrumental/vocal teachers’ perceptions of dialogic teaching: An exploratory study. Frontiers in Education, 8. DOI: 10.3389/feduc.2023.1272325
Norton, N. C., Powell, R., Pendenza, F., Iranzad, S. N., & Poole, J. (publication expected in 2024). Chapter 2: ‘Unseen influences’: The effects of philosophy and biases on approaches to instrumental and vocal teaching. In E. Haddon (Ed.), MasterClass in Instrumental Music Education: Developing Pedagogies as Instrumental Teachers. Bloomsbury Publishing.
Rodger, H., Dale, P., Owen, C. & Poole, J. (publication expected in 2024). Chapter 7: A shared approach? - Peripatetic and classroom teachers’ perspectives on pedagogy and professional relationships. In E. Haddon (Ed.), MasterClass in Instrumental Music Education: Developing Pedagogies as Instrumental Teachers. Bloomsbury Publishing.
