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Becoming Collaborative Pianists: Stu...

Fang, Siyi,

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Becoming Collaborative Pianists: Student Experiences in Graduate Programs /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Becoming Collaborative Pianists: Student Experiences in Graduate Programs // Siyi Fang.
Author:	Fang, Siyi,
Description:	1 electronic resource (204 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Music. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31236817
ISBN:	9798382613079

Becoming Collaborative Pianists: Student Experiences in Graduate Programs /
Fang, Siyi,

Becoming Collaborative Pianists: Student Experiences in Graduate Programs /Siyi Fang. - 1 electronic resource (204 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Accompanist is the old term. Collaborative pianist is the new one. Accompanist implies a mostly subservient role, whereas collaborative pianist gestures toward a more equitable relationship between the soloist and pianist, no longer a mere follower. Degree programs that prepare collaborative piano skills are growing rapidly in higher education since their inception five decades ago, encouraging a wider range of pianists to pursue an intentional career path. Becoming a seasoned collaborative pianist takes time, however. Little empirical research has investigated the preparation process. What is it like for collaborative piano majors to accumulate collaborative skills and practical knowledge? How is collaboration defined and experienced, and how helpful do students find their programs? Without understanding student experiences, the artistic well-being of collaborative pianists is at stake, and so is the field's own ability to do its work. This qualitative study examines lived experiences of collaborative piano students in conservatory and university degree programs. As researcher, I conducted in-depth semi-structured interviews exploring topics including, but not limited to, professional identity, attitudes and dispositions, competencies and skills, struggles and challenges, power dynamics as well as teamwork with four recent graduates in the United States. It seems that issues of professionalization, an unclear definition of "collaboration," and a lack of student agency are central to all lived experiences. An examination of these phenomena would contribute to the growth of the field, empowering its ability to do its job more efficiently and sustainably.

English

ISBN: 9798382613079Subjects--Topical Terms:

516178
Music.
Subjects--Index Terms:

Accompanying

Becoming Collaborative Pianists: Student Experiences in Graduate Programs /
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245 1 0 $a Becoming Collaborative Pianists: Student Experiences in Graduate Programs / $c Siyi Fang.
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520 $a Accompanist is the old term. Collaborative pianist is the new one. Accompanist implies a mostly subservient role, whereas collaborative pianist gestures toward a more equitable relationship between the soloist and pianist, no longer a mere follower. Degree programs that prepare collaborative piano skills are growing rapidly in higher education since their inception five decades ago, encouraging a wider range of pianists to pursue an intentional career path. Becoming a seasoned collaborative pianist takes time, however. Little empirical research has investigated the preparation process. What is it like for collaborative piano majors to accumulate collaborative skills and practical knowledge? How is collaboration defined and experienced, and how helpful do students find their programs? Without understanding student experiences, the artistic well-being of collaborative pianists is at stake, and so is the field's own ability to do its work. This qualitative study examines lived experiences of collaborative piano students in conservatory and university degree programs. As researcher, I conducted in-depth semi-structured interviews exploring topics including, but not limited to, professional identity, attitudes and dispositions, competencies and skills, struggles and challenges, power dynamics as well as teamwork with four recent graduates in the United States. It seems that issues of professionalization, an unclear definition of "collaboration," and a lack of student agency are central to all lived experiences. An examination of these phenomena would contribute to the growth of the field, empowering its ability to do its job more efficiently and sustainably.
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590 $a School code: 0055
650 4 $a Music. $3 516178
650 4 $a Higher education. $3 641065
650 4 $a Performing arts education. $3 3173434
650 4 $a Music education. $3 3168367
653 $a Accompanying
653 $a Collaborative piano
653 $a Graduate programs
653 $a Music coaching
653 $a Student experiences
653 $a Pianist
690 $a 0413
690 $a 0745
690 $a 0457
690 $a 0522
710 2 $a Teachers College, Columbia University. $b Arts and Humanities. $e degree granting institution. $3 3820828
720 1 $a Allsup, Randall $e degree supervisor.
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