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  • Student-as-master? Reflections on a learning innovation in popular music pedagogy

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    Author(s)
    Lebler, Don
    Griffith University Author(s)
    Lebler, Don
    Year published
    2007
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    Abstract
    If the modern conservatorium is to prosper in a rapidly changing cultural and economic landscape, it will need to provide a learning experience that produces multi-skilled and adaptable graduates who are self-monitoring and self-directing. By implication, teaching practices that have dominated in the past will need to be re-thought, and alternatives considered that are likely to produce graduates with the abilities and attributes necessary to adapt readily to a changing environment. As a response to this imperative, one con- servatorium has developed a pedagogical approach based on the creation of a scaffolded ...
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    If the modern conservatorium is to prosper in a rapidly changing cultural and economic landscape, it will need to provide a learning experience that produces multi-skilled and adaptable graduates who are self-monitoring and self-directing. By implication, teaching practices that have dominated in the past will need to be re-thought, and alternatives considered that are likely to produce graduates with the abilities and attributes necessary to adapt readily to a changing environment. As a response to this imperative, one con- servatorium has developed a pedagogical approach based on the creation of a scaffolded self-directed learning community, a master-less studio. It is embedded in a popular music programme that explicitly values the development of learning characteristics that will help graduates deal with an unpredictable future. Student feedback on the impact of these practices has been gathered during the evolution of this process. It includes survey data, formal and informal student feedback, and a number of interviews in which students describe how aspects of this learning-centred approach have interacted with their music- making and their career expectations. From this feedback, it is evident that greater stu- dent autonomy and self-efficacy result from the a-synchronous reflection on performance that is enabled through recording, the self-reflection that is required by self-assessing, and the reflections on the work of others that peer-based assessment demands.
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    Journal Title
    International Journal of Music Education
    Volume
    25
    Issue
    3
    Publisher URI
    http://www.sagepub.co.uk/journalsProdDesc.nav?prodId=Journal201697
    DOI
    https://doi.org/10.1177/0255761407083575
    Copyright Statement
    © 2007 SAGE Publications. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher.Please refer to the journal's website for access to the definitive, published version.
    Subject
    Curriculum and Pedagogy
    Specialist Studies in Education
    Performing Arts and Creative Writing
    Publication URI
    http://hdl.handle.net/10072/18498
    Collection
    • Journal articles

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