Conceptions of Teaching and Learning in Instrumental and Vocal Music Education: Perspectives from a Foundation in Music Programme

Abstract

This qualitative study explores conceptions of teaching and learning in instrumental and vocal music education within the Foundation in Music programme at Seaview University. Focusing on piano, violin, and vocal instruction, the research examines how teachers and students understand their roles, experience the learning process, and influence one another.
Data were collected through semi-structured interviews with four teachers and five students, classroom observations, and document analysis. The study is framed by Constructivist Theory, Experiential Learning Theory, and the Master-Apprentice Model. Findings reveal that music teaching is shaped by a balance between technical instruction, emotional engagement, feedback, student autonomy, and teacher-student relationships. Students' learning experiences were influenced not only by instructional approaches but also by motivation, confidence, support, and opportunities for active participation. The study concludes that effective instrumental and vocal music education extends beyond technical mastery and performance achievement. It requires pedagogical awareness, reflective practice, and meaningful teacher-student interaction. The findings contribute to a deeper understanding of music education in higher education and offer practical implications for improving teaching practices, curriculum development, and student engagement in music programmes.