This article presents some arguments in favour of a student-centred learning and teaching approach for higher music education (HME), with specific reference to conservatoire settings in the United Kingdom. In support of student-centred pedagogy, theoretical modelling is undertaken to offer a model of motivation accounting for both individual and group learning environments, thus drawing together diverse pedagogical research into learner “self-efficacy,” “distributive” classroom agency and partnership models of learning and teaching. Based on the author’s own teaching practice with MA Music students at Leeds Conservatoire, two student-centred classroom strategies are outlined: Critical Response Process (CRP) and practice as research. These strategies are evaluated via theoretical and, in the case of CRP, primary research data from a questionnaire presented to MA Music students reflecting on their experience. Finally, an overarching student-centred framework for HME course design is proposed, cross-mapping different learning activities, knowledge paradigms and forms of motivation based on the previous discussion.

本文提出了一些支持以学生为中心的高等教育音乐教育 (HME) 学习和教学方法的论点，并具体参考了英国的音乐学院设置。为了支持以学生为中心的教学法，进行了理论建模，为个人和团体学习环境提供了一个动机核算模型，从而汇集了对学习者“自我效能”、“分配”课堂代理和伙伴关系模型的各种教学研究。学与教。根据作者自己在利兹音乐学院对 MA 音乐学生的教学实践，概述了两种以学生为中心的课堂策略：批判性反应过程 (CRP) 和作为研究的实践。这些策略通过理论进行评估，在 CRP 的情况下，来自向 MA 音乐学生反映他们的经历的问卷调查的主要研究数据。最后，提出了一个以学生为中心的 HME 课程设计总体框架，基于之前的讨论交叉映射不同的学习活动、知识范式和动机形式。