Perspectives on the Dynamics of Power within Collaborative Learning in Higher Music Education
This chapter aims to develop awareness of how processes of human relating can shape and influence the experience of musical learning in one-to-one tuition. It explores how the expression of such intra-personal capabilities can be enhanced or indeed diminished through the influence of the interpersonal and intersubjective teacher-student relations. The chapter provides a theoretical discussion of intersubjectivity as rooted within relational psychoanalysis, and outlines a number of key concepts including moments of meeting, mutual recognition, complementarity and the incipient third. It outlines key features of the one-to-one vocal and instrumental teaching context in higher music education, provide a definition of collaborative learning and offer an overview of intersubjectivity theory, locating it within the field of relational psychoanalysis. The teaching of musicians in the western classical tradition in higher education has historically been and remains predominantly organized around the linking of one student with one principal instrumental or vocal teacher in an ongoing relationship.