Research

Expertise, authority and embodied pedagogy:Operatic masterclasses


Reference:

Paul, A., Watermeyer, R. and Delamont, S., 2013. Expertise, authority and embodied pedagogy:Operatic masterclasses. British Journal of Sociology of Education, 34 (4), pp. 487-503.

Related documents:

This repository does not currently have the full-text of this item.
You may be able to access a copy if URLs are provided below. (Contact Author)

Official URL:

http://dx.doi.org/10.1080/01425692.2012.723868

Abstract

The paper reports a study of masterclasses for young opera-singers, taught by experienced, world-class singers. These and similar forms of learning in the creative and performing arts represent fertile opportunities for the investigation of pedagogy. Given the recent ‘performative’ turn in sociological studies of education, and of cultural forms more widely, it is especially pertinent to examine the work of pedagogy in an overtly performative context. The operatic masterclass is made possible by the embodied authority of the teacher, and by her or his charismatic authority. The masterclass itself is marked by repetition, attention to technical detail, and to interpretative flexibility. Expertise is shared through gesture, metaphor, demonstration and personal maxims. Technical and interpretative knowledge are synthesised through the teacher’s personal authority. These processes illustrate the communities of pedagogy associated with artistic communities of practice.

Details

Item Type Articles
CreatorsPaul, A., Watermeyer, R. and Delamont, S.
DOI10.1080/01425692.2012.723868
DepartmentsFaculty of Humanities & Social Sciences > Education
RefereedYes
StatusPublished
ID Code47834

Export

Actions (login required)

View Item