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Musical genre and gender as factors in higher education learning in music

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Musical genre and gender as factors in higher education learning in music. / Welch, Graham; Papageorgi, Ioulia; Haddon, Liz; Creech, A.; Morton, Frances; de Bezenac, C.; Duffy, Celia; Potter, John; Whyton, Tony; Himonides, Evangelos.

In: Research Papers in Education, Vol. 23, No. 2, 2008, p. 203-217.

Research output: Contribution to journalArticle

Harvard

Welch, G, Papageorgi, I, Haddon, L, Creech, A, Morton, F, de Bezenac, C, Duffy, C, Potter, J, Whyton, T & Himonides, E 2008, 'Musical genre and gender as factors in higher education learning in music', Research Papers in Education, vol. 23, no. 2, pp. 203-217. https://doi.org/10.1080/02671520802048752

APA

Welch, G., Papageorgi, I., Haddon, L., Creech, A., Morton, F., de Bezenac, C., Duffy, C., Potter, J., Whyton, T., & Himonides, E. (2008). Musical genre and gender as factors in higher education learning in music. Research Papers in Education, 23(2), 203-217. https://doi.org/10.1080/02671520802048752

Vancouver

Welch G, Papageorgi I, Haddon L, Creech A, Morton F, de Bezenac C et al. Musical genre and gender as factors in higher education learning in music. Research Papers in Education. 2008;23(2):203-217. https://doi.org/10.1080/02671520802048752

Author

Welch, Graham ; Papageorgi, Ioulia ; Haddon, Liz ; Creech, A. ; Morton, Frances ; de Bezenac, C. ; Duffy, Celia ; Potter, John ; Whyton, Tony ; Himonides, Evangelos. / Musical genre and gender as factors in higher education learning in music. In: Research Papers in Education. 2008 ; Vol. 23, No. 2. pp. 203-217.

Bibtex - Download

@article{8d3565859ce041faaa9fd906865727c1,
title = "Musical genre and gender as factors in higher education learning in music",
abstract = "Educational and psychological research suggests that gender and musical genre can influence musical learning and the development of musical identities, particularly during adolescence. However, there is a relative paucity of educational studies in higher education (HE) concerning the possible impact on musical learning of gender and musical genre, either individually or collectively. As part of a two-year comparative study funded under the Economic and Social Research Council (ESRC)'s Teaching and Learning Research Programme (TLRP) that is focused on musical learning in HE, we investigated the effect of musicians' gender and chosen musical performance genre (embracing Western classical, jazz, popular, and Scottish traditional music) on undergraduate and postgraduate (career-based) learning. Data were gathered through a web-based survey of participants (n=244) drawn from four HE institutions (HEIs) in Glasgow, York, Leeds and London and the wider workplace, supplemented by semi-structured case study interview data from a sub-set (n=27) of these participants. Statistical and qualitative analyses indicate that gender and genre can impact individually on some aspects of participants' psychological and socio-psychological make-up and in their attitudes to learning. However, there was no evidence statistically or qualitatively of any major interaction between the variables of genre and gender in the data from the chosen measures. Furthermore, irrespective of musical genre, skilled musicians had many aspects in common in terms of their core musical identities and behaviours, implying that the requirements for highly skilled musical performance can transcend particular group characteristics.",
keywords = "musical genre, gender, higher education, learning, music",
author = "Graham Welch and Ioulia Papageorgi and Liz Haddon and A. Creech and Frances Morton and {de Bezenac}, C. and Celia Duffy and John Potter and Tony Whyton and Evangelos Himonides",
year = "2008",
doi = "10.1080/02671520802048752",
language = "English",
volume = "23",
pages = "203--217",
journal = "Research Papers in Education",
issn = "0267-1522",
publisher = "Taylor and Francis Ltd.",
number = "2",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Musical genre and gender as factors in higher education learning in music

AU - Welch, Graham

AU - Papageorgi, Ioulia

AU - Haddon, Liz

AU - Creech, A.

AU - Morton, Frances

AU - de Bezenac, C.

AU - Duffy, Celia

AU - Potter, John

AU - Whyton, Tony

AU - Himonides, Evangelos

PY - 2008

Y1 - 2008

N2 - Educational and psychological research suggests that gender and musical genre can influence musical learning and the development of musical identities, particularly during adolescence. However, there is a relative paucity of educational studies in higher education (HE) concerning the possible impact on musical learning of gender and musical genre, either individually or collectively. As part of a two-year comparative study funded under the Economic and Social Research Council (ESRC)'s Teaching and Learning Research Programme (TLRP) that is focused on musical learning in HE, we investigated the effect of musicians' gender and chosen musical performance genre (embracing Western classical, jazz, popular, and Scottish traditional music) on undergraduate and postgraduate (career-based) learning. Data were gathered through a web-based survey of participants (n=244) drawn from four HE institutions (HEIs) in Glasgow, York, Leeds and London and the wider workplace, supplemented by semi-structured case study interview data from a sub-set (n=27) of these participants. Statistical and qualitative analyses indicate that gender and genre can impact individually on some aspects of participants' psychological and socio-psychological make-up and in their attitudes to learning. However, there was no evidence statistically or qualitatively of any major interaction between the variables of genre and gender in the data from the chosen measures. Furthermore, irrespective of musical genre, skilled musicians had many aspects in common in terms of their core musical identities and behaviours, implying that the requirements for highly skilled musical performance can transcend particular group characteristics.

AB - Educational and psychological research suggests that gender and musical genre can influence musical learning and the development of musical identities, particularly during adolescence. However, there is a relative paucity of educational studies in higher education (HE) concerning the possible impact on musical learning of gender and musical genre, either individually or collectively. As part of a two-year comparative study funded under the Economic and Social Research Council (ESRC)'s Teaching and Learning Research Programme (TLRP) that is focused on musical learning in HE, we investigated the effect of musicians' gender and chosen musical performance genre (embracing Western classical, jazz, popular, and Scottish traditional music) on undergraduate and postgraduate (career-based) learning. Data were gathered through a web-based survey of participants (n=244) drawn from four HE institutions (HEIs) in Glasgow, York, Leeds and London and the wider workplace, supplemented by semi-structured case study interview data from a sub-set (n=27) of these participants. Statistical and qualitative analyses indicate that gender and genre can impact individually on some aspects of participants' psychological and socio-psychological make-up and in their attitudes to learning. However, there was no evidence statistically or qualitatively of any major interaction between the variables of genre and gender in the data from the chosen measures. Furthermore, irrespective of musical genre, skilled musicians had many aspects in common in terms of their core musical identities and behaviours, implying that the requirements for highly skilled musical performance can transcend particular group characteristics.

KW - musical genre

KW - gender

KW - higher education

KW - learning

KW - music

U2 - 10.1080/02671520802048752

DO - 10.1080/02671520802048752

M3 - Article

VL - 23

SP - 203

EP - 217

JO - Research Papers in Education

JF - Research Papers in Education

SN - 0267-1522

IS - 2

ER -