Abstract
Within many of our institutions, HP exists in a delicate symbiosis with other departments. As the increasing demands of our profession require our students to be equally conversant in multiple genres, historical and modern, this paper considers which elements of our HP pedagogy can strengthen relationships within a School and better prepare all our students for the transition between the worlds of the conservatoire and work.
The author is fortunate to have a laboratory; as both Head of Historical Performance and Deputy Head of Academic Studies at Guildhall School of Music & Drama, he works across the curricula of the School. This paper presents two case studies. From within HP, Historical Stagecraft classes are presented as embodied study of, amongst other things, rhetorical delivery. The core academic module from the undergraduate curriculum, Creating & Performing Knowledge, is also discussed. Underpinned by the concept of tacit and explicit knowledge, this course introduces students to topics ranging from identity to music psychology via style and performing practices.
The author argues that there are no conceptual differences between the academic processes that support teaching in the general undergraduate curriculum and the postgraduate HP curriculum and that this is symptomatic of the ethos of music-making across the School gradually coalescing. Both curricula facilitate 'creative spaces' that enable students to develop their own curiosity and individuality as musicians, qualities likely to be necessary as we look to train resilient musicians in the coming years.
Delivered as part of a round table discussion.
The author is fortunate to have a laboratory; as both Head of Historical Performance and Deputy Head of Academic Studies at Guildhall School of Music & Drama, he works across the curricula of the School. This paper presents two case studies. From within HP, Historical Stagecraft classes are presented as embodied study of, amongst other things, rhetorical delivery. The core academic module from the undergraduate curriculum, Creating & Performing Knowledge, is also discussed. Underpinned by the concept of tacit and explicit knowledge, this course introduces students to topics ranging from identity to music psychology via style and performing practices.
The author argues that there are no conceptual differences between the academic processes that support teaching in the general undergraduate curriculum and the postgraduate HP curriculum and that this is symptomatic of the ethos of music-making across the School gradually coalescing. Both curricula facilitate 'creative spaces' that enable students to develop their own curiosity and individuality as musicians, qualities likely to be necessary as we look to train resilient musicians in the coming years.
Delivered as part of a round table discussion.
| Original language | English |
|---|---|
| Publication status | Published - 17 Oct 2021 |
| Event | Early Music in the 21st Century - Virtual, Amsterdam, Netherlands Duration: 15 Oct 2021 → 17 Oct 2021 https://www.conservatoriumvanamsterdam.nl/onderzoek/evenementen/congressen-en-symposia/early-music-in-the-21st-century/ |
Conference
| Conference | Early Music in the 21st Century |
|---|---|
| Country/Territory | Netherlands |
| City | Amsterdam |
| Period | 15/10/21 → 17/10/21 |
| Internet address |