Musicians in the Making: pathways to creative performance
- Submitting institution
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University of South Wales / Prifysgol De Cymru
: B - B – Royal Welsh College of Music and Drama
- Unit of assessment
- 33 - Music, Drama, Dance, Performing Arts, Film and Screen Studies : B - B – Royal Welsh College of Music and Drama
- Output identifier
- 4820954
- Type
- B - Edited book
- DOI
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- Publisher
- OUP Oxford
- ISBN
- 978-0199346677
- Open access status
- -
- Month of publication
- December
- Year of publication
- 2017
- URL
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- Supplementary information
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- Request cross-referral to
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- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
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- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
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2
- Research group(s)
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- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- Musicians in the Making began from the editors’ shared premise that creative pathways to perfor-mance tend to be individually determined, non-linear and lifelong. In particular, the project em-braced recent turns in creativity theory towards the significance of creative processes compared with intrinsic and individual attributes. ‘Pathways to creative performance’ thus presented a com-plex field of inquiry, and one that demanded scholarship from several disciplines, including per-formance studies, pedagogy, psychology, sociology and musicology. In addition, the volume needed to embrace perspectives from practitioner literature, which although well received had yet to be underpinned by systematic documented evidence.
The editorial team was itself multi-disciplinary and worked through iterative workshops to refine the scope of the volume and identify potential authors. After an initial incubation period, the vol-ume was commissioned in an unusual format, combining scholarly chapters with a series of ‘in-sight’ chapters from practitioners. The editors then implemented a bespoke development process, connecting practitioners and diverse scholars at two key stages, and facilitating peer review be-tween authors. Each of the editors worked as action-editor on a third of the chapters, and the first two editors each supported half of the insight authors. The Preface was written collaboratively by the editors.
The solo-authored chapter addresses one especially fundamental ‘pathway to creative perfor-mance’: one-to-one tuition. It thus addresses the second research question articulated for CMPCP: ‘What learning and teaching techniques are most conducive to transmitting the musical skills and knowledge required to surpass the routine and predictable in musical performance?’
- Author contribution statement
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- Non-English
- No
- English abstract
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