Creating Space for Reflection: Meaning-Making Feedback in Instrumental/Vocal Lessons

In higher music education, problems have been reported regarding students’ lack of independence in one-to-one instrumental/vocal lessons, little space for reflection, and education based on a hierarchical master–apprentice tradition, regulating restricting opportunities to learn reflect. This article concerns video-recorded feedback activities lessons specialist teacher paying special attention the offered student self-reflection independence. The data comprise between students teachers. A social semiotic perspective is used study representations meaning-making interaction teachers as well understandings approaches related traditions norms education. findings indicate that constructed through two contrasting discourses, resulting various ways realizing reflection opportunities. negotiating discourse emphasizes self-reflections, drawing current institutional curricula government requirements abilities. contrast, controlling constraints such opportunities, connected tradition. these discourses are described terms conversation or exploration call re-creation, evident all studied lessons. discussion addresses some didactic issues findings.