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dc.contributor.convenorSarah Hennessyen_AU
dc.contributor.authorLebler, Donen_US
dc.description.abstractThe musicological study of popular music is well established in higher education, and its practice is becoming more common in the post-compulsory sector. However, when this occurs, it is likely to be taught in more or less the same way as more established content areas like classical music or jazz, with teachers being in control of the process and the curriculum, responsible for feedback and assessment. Yet in the broader community popular music is usually learned as a self-directed activity, rarely under the direction of an expert mentor/teacher. Students who seek entry to popular music programs bring capacities developed in this informal way to their formal studies. This paper documents one program that breaks new ground in this respect, adapting its traditional pedagogy through the creation of a scaffolded self-directed learning environment within its bachelor of popular music program - a popular music pedagogy.en_US
dc.publisherUniversity of Exeteren_US
dc.relation.ispartofconferencenameThe Fifth International Conference for Research in Music Educationen_US
dc.relation.ispartofconferencetitleThe Fifth International Conference for Research in Music Education Summary Papers and Abstractsen_US
dc.titlePopular music pedagogy: peer-learning in practiceen_US
dc.typeConference outputen_US
dc.type.descriptionE3 - Conference Publications (Extract Paper)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyArts, Education & Law Group, Queensland Conservatoriumen_US
gro.hasfulltextNo Full Text

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

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