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

Onderzoeksoutput: ArticleAcademicpeer review

Uittreksel

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.
Originele taal-2English
Pagina's (van-tot)185-201
TijdschriftInternational journal of community music
Volume3
Nummer van het tijdschrift2
DOI's
StatusPublished - jul 2010

Vingerafdruk

musician
coping
anxiety
learning
performance
leadership
interconnection
incident
learning environment
career
Musicians
Performance Anxiety
Teaching
Education
Biographical Research
Learning Styles

Keywords

  • onderwijs

Citeer dit

@article{f620ec1a47bf4df0994b71135ec21227,
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.",
keywords = "onderwijs, lifelong learning, transitional learning , transformative learning, teaching and learning, performance anxiety, lifewide learning",
author = "Rineke Smilde",
year = "2010",
month = "7",
doi = "10.1386/ijcm.3.2.185_1",
language = "English",
volume = "3",
pages = "185--201",
journal = "International journal of community music",
issn = "1752-6299",
publisher = "Intellect",
number = "2",

}

TY - JOUR

T1 - Lifelong and lifewide learning from a biographical perspective

T2 - transformation and transition when coping with performance anxiety

AU - Smilde, Rineke

PY - 2010/7

Y1 - 2010/7

N2 - 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.

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.

KW - onderwijs

KW - lifelong learning

KW - transitional learning

KW - transformative learning

KW - teaching and learning

KW - performance anxiety

KW - lifewide learning

U2 - 10.1386/ijcm.3.2.185_1

DO - 10.1386/ijcm.3.2.185_1

M3 - Article

VL - 3

SP - 185

EP - 201

JO - International journal of community music

JF - International journal of community music

SN - 1752-6299

IS - 2

ER -