Lifelong and lifewide learning from a biographical perspective: transformation and transition when coping with performance anxiety

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

This article describes musicians' lifelong and lifewide learning as it was investigated through biographical research. Key developments in the professional lives of 32 musicians were examined, focusing on critical incidents and educational interventions in their life, educational and career span. The main thread was the question of how these musicians learn. After analysis, three conceptual entities were established in the biographies, the first being musicians' artistic, generic and educational leadership; second, the interconnection between their varied learning styles; and third, their need for an adaptive and responsive learning environment within a reflexive and reflective institutional culture. Two biographical examples of musicians suffering from performance anxiety are described, focusing on their leadership, learning styles and subsequent transformative and transitional learning when developing coping strategies. The article concludes with directions for teaching and learning that can be extrapolated from the findings of biographical research.
Original languageEnglish
Pages (from-to)185-201
JournalInternational journal of community music
Volume3
Issue number2
DOIs
Publication statusPublished - Jul 2010

Keywords

  • lifelong learning
  • transitional learning
  • transformative learning
  • teaching and learning
  • performance anxiety
  • lifewide learning

Cite this

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title = "Lifelong and lifewide learning from a biographical perspective: transformation and transition when coping with performance anxiety",
abstract = "This article describes musicians' lifelong and lifewide learning as it was investigated through biographical research. Key developments in the professional lives of 32 musicians were examined, focusing on critical incidents and educational interventions in their life, educational and career span. The main thread was the question of how these musicians learn. After analysis, three conceptual entities were established in the biographies, the first being musicians' artistic, generic and educational leadership; second, the interconnection between their varied learning styles; and third, their need for an adaptive and responsive learning environment within a reflexive and reflective institutional culture. Two biographical examples of musicians suffering from performance anxiety are described, focusing on their leadership, learning styles and subsequent transformative and transitional learning when developing coping strategies. The article concludes with directions for teaching and learning that can be extrapolated from the findings of biographical research.",
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Lifelong and lifewide learning from a biographical perspective : transformation and transition when coping with performance anxiety. / Smilde, Rineke.

In: International journal of community music, Vol. 3, No. 2, 07.2010, p. 185-201.

Research output: Contribution to journalArticleAcademicpeer-review

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AB - This article describes musicians' lifelong and lifewide learning as it was investigated through biographical research. Key developments in the professional lives of 32 musicians were examined, focusing on critical incidents and educational interventions in their life, educational and career span. The main thread was the question of how these musicians learn. After analysis, three conceptual entities were established in the biographies, the first being musicians' artistic, generic and educational leadership; second, the interconnection between their varied learning styles; and third, their need for an adaptive and responsive learning environment within a reflexive and reflective institutional culture. Two biographical examples of musicians suffering from performance anxiety are described, focusing on their leadership, learning styles and subsequent transformative and transitional learning when developing coping strategies. The article concludes with directions for teaching and learning that can be extrapolated from the findings of biographical research.

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