Show simple item record

dc.contributor.authorBurt, Rosieen_US
dc.contributor.authorLancaster, Helenen_US
dc.contributor.authorLebler, Donen_US
dc.contributor.authorCarey, Gemmaen_US
dc.contributor.authorHitchcock, Matten_US
dc.contributor.editorCatherine Granten_US
dc.date.accessioned2017-05-03T13:15:54Z
dc.date.available2017-05-03T13:15:54Z
dc.date.issued2007en_US
dc.date.modified2009-10-14T22:10:36Z
dc.identifier.refurihttp://www.nactmus.org.au/NACTMUS2007/index.htmlen_AU
dc.identifier.urihttp://hdl.handle.net/10072/18591
dc.description.abstractThis paper arises from collaboration between colleagues at ISME's Commission for the Education of the Professional Musician 2006, in which we seek to understand the learning of music students in different contexts and how tertiary education can best prepare students for a career in music. The research is based on Learning to Perform, a four-year project investigating musical learning at a UK conservatoire that educates western classical musicians. Learning to Perform aims to understand how musicians learn, how this can be improved, and to build theory of musical expertise. Since 2004, Learning to Perform has run biannual structured and semi-structured questionnaires on students' career aims, identity, attitudes to instrumental teaching and transition into the conservatoire. This paper extends Learning to Perform research to three Australian contexts encompassing one traditional conservatoire setting, popular music and music technology. Learning to Perform questionnaire items were administered in these institutions from March 2007. Results from this round of data collection will determine the second stage of the collaboration. Here, we consider preliminary differences and similarities between cohorts, working towards an enhanced understanding of tertiary curricula across contexts.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent1746908 bytes
dc.format.extent38436 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypetext/plain
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherGriffith Universityen_US
dc.publisher.placeBrisbaneen_US
dc.publisher.urihttp://www.nactmus.org.au/en_US
dc.publisher.urihttp://www.nactmus.org.au/tertiary_music_curriculum_2007.phpen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofconferencenameMusic in Australian Tertiary Institutions: Issues for the 21st Centuryen_US
dc.relation.ispartofconferencetitleMusic in Australian Tertiary Institutions: Issues for the 21st Century, the 2007 National Conference of NACTMUSen_US
dc.relation.ispartofdatefrom2007-06-29en_US
dc.relation.ispartofdateto2007-07-01en_US
dc.relation.ispartoflocationBrisbaneen_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode339999en_US
dc.titleShaping the tertiary music curriculum: What can we learn from different contexts?en_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.rights.copyrightCopyright 2007 jointly held by NACTMUS and the authors. The attached file is posted here with permission of the copyright owner[s] for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the authors.en_AU
gro.date.issued2007
gro.hasfulltextFull Text


Files in this item

This item appears in the following Collection(s)

  • Conference outputs
    Contains papers delivered by Griffith authors at national and international conferences.

Show simple item record