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Abstract

This thesis explores common practices, expertise, values, attitudes and motivations to teach among recorder teachers. It analyses links between society’s perception of the recorder and its position in English music education. The research follows a mixed-methods, exploratory framework comprising relevant literature, thematically analysed focus group discussions with professional recorder player-teachers, mixed-methods survey data from England-based recorder teachers and thematically analysed recorder tutor books.

This thesis triangulates views and perceptions surrounding recorder pedagogy to reinvigorate and develop recorder teaching for the 21st century and beyond. This has far- reaching implications for instrumental pedagogy in an ever-changing climate of music education.

Key findings include that a lack of pedagogical development in recorder teaching materials has led to the recorder in education existing within a musical subculture where othering of social sections of the recorder-teaching community is present and social perceptions of the instrument are negative. Findings present a new framework for the teaching and learning of recorder technique, taking inspiration from informal learning practices within a constructivist curriculum design in order to improve social perceptions of the recorder in education.

Publication Type:	Thesis (Doctoral)
Subjects:	M Music and Books on Music > MT Musical instruction and study
Departments:	Doctoral Theses

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