Do prior experience, gender, or level of study influence music students’ perspectives on master classes?

Abstract

The cyclic process of self-regulated learning has been identified as a predictor of achievement in musical skill acquisition and musical performance. Meta-cognition, intrinsic to the self-regulation process, develops as the student takes greater responsibility for their own learning. From this perspective we consider music students’ responses to a questionnaire exploring the value and purpose of master classes. Overall, students valued the opportunity to perform in master classes, to receive relevant expert advice and to engage with ideas about interpretation and style. Students with prior experience of performing in master classes were more likely than those lacking performing experience to learn by listening to their peers, to regard master classes as motivational and as an opportunity to perform. In addition, significantly more female than male students listened to master classes, used peer-learning strategies while listening and were more likely to report negative perceptions of the content of the master class. Large effect sizes were found for level of study on the extent of experience as a performer, as a listener and for overall experience in master classes. These findings are discussed in terms of making a successful transition from conservatoire music student to young professional musician.