Learning in a Community of Practice: Case study of the competence development of professional classical musicians
Pitko, Petteri (2020)
Pitko, Petteri
2020
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2020053015501
https://urn.fi/URN:NBN:fi:amk-2020053015501
Tiivistelmä
This research is a qualitative case study that describes the pedagogical practices of the Baroque music degree program of the Novia University of Applied Sciences (in Swedish Yrkeshögskolan Novia). It examines adult students’ experiences on the Baroque music studies and the value the studies created to the students. The value creation process is analyzed by applying the conceptual framework for assessing value creation in communities developed by Wenger, Trayner & de Laat (2011).
The adult students who all were professional orchestra musicians or instrument teachers applied for the studies to develop their competencies. The studies included instrumental tuition in a one-to-one setting and joint group teaching sessions in a social setting that formed a community of practice. The studies produced a wide variety of value types for the students. The learning community was a source of inspiration and meaningful interactions, and the studies created an abundance of knowledge capital (instrumental skills, knowledge on repertoire and performance practice, and tools for learning) that could be applied in students’ professional context. Studying also led to changes on a personal level and in the perception of identity as a musician. The value created by the Baroque music studies was both instrumental, emancipatory, and transformational.
The adult students who all were professional orchestra musicians or instrument teachers applied for the studies to develop their competencies. The studies included instrumental tuition in a one-to-one setting and joint group teaching sessions in a social setting that formed a community of practice. The studies produced a wide variety of value types for the students. The learning community was a source of inspiration and meaningful interactions, and the studies created an abundance of knowledge capital (instrumental skills, knowledge on repertoire and performance practice, and tools for learning) that could be applied in students’ professional context. Studying also led to changes on a personal level and in the perception of identity as a musician. The value created by the Baroque music studies was both instrumental, emancipatory, and transformational.