Why Do I Do What I Do? and For What and For Whom?: An Autoethnography of a Music Educator-Adult Learner
This autoethnography investigates my role as a music educator -adult learner within the context of choral pedagogy. To answer my questions, I drew from my childhood experiences and discovered that "modelling behavior” is an exemplary pedagogical tool for expedited but efficient choral rehearsal. This led to the development of the Guided Partnered Model (GPM), which has shaped the learners, choir members, and my music appreciation, developing self-esteem, self-worth, and musicianship. The ethnography method was used for data collection, and writing was assembled through hindsight. Furthermore, data analysis was gleaned from narrative inquiry, finding that the expressions of knowledge, skills, and values evidenced through stage performances have resulted in self-affirmation. This provided reflective opportunities to develop this autoethnography. This article could benefit choral conductors and music educators by enjoining them to refocus and reflect on their responsibilities and accountabilities that may enable them to discover innovative pedagogies in their classrooms.