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dc.contributor.authorLebler, Donen_US
dc.contributor.authorMcWilliam, Ericaen_US
dc.contributor.editorJodie Rapleyen_US
dc.date.accessioned2017-04-24T10:23:08Z
dc.date.available2017-04-24T10:23:08Z
dc.date.issued2008en_US
dc.date.modified2009-08-10T06:26:52Z
dc.identifier.refurihttp://www.cci.edu.au/publications/aligning-curriculum-pedagogy-and-assessmenten_AU
dc.identifier.doihttp://cci.edu.au/publications/aligning-curriculum-pedagogy-and-assessmenten_AU
dc.identifier.urihttp://hdl.handle.net/10072/25061
dc.description.abstractTeaching-for-creativity is "rarely an explicit objective of the learning and assessment process" (Jackson, 2006, p.4). In Europe, collaborative research projects have been recently set up to address this lack of acknowledgment or explicitness. Australian universities lag behind in this respect. However, Australian HEIs are now showing increasing commitment to creative capacity building as an outcome of undergraduate teaching. Recent research shows that Australian award-winning academic teachers value creative learning outcomes for their undergraduate students but are often frustrated in their efforts to achieve them by a culture that narrowly prescribes what is to be taught and how it is to be assessed. They point to "the lack of challenging assessments", "standardised" or "didactic, content driven and controlled processes" and the continuing predominance of the "transmission of information" model, as significant obstacles. These are issues of mis-alignment. Such findings point to the need for models of teaching and learning that demonstrate quite precisely how it is possible to align curriculum, pedagogy and assessment. The Bachelor of Popular Music Program at the Conservatorium of Music in Queensland is one example of an aligned program. Below is a synthesis of the principles and practices that unify the curriculum, pedagogy and assessment around student ownership of learning. Key issues include the development of a curriculum that addresses the range of activities that popular musicians generally engage with; employment of a pedagogy that acknowledges the learning-centred practices of popular musicians; and the provision an assessment regime that includes self- and peer assessment along with assessment by staff. These elements combine to enhance students' abilities to be self-monitoring and self-directing in 'creating value'.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent44826 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherCCi (ARC Centre of Excellence for Creative Industries and Innovation)en_US
dc.publisher.placeBrisbaneen_US
dc.publisher.urihttp://cci.edu.au/en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofconferencenameCCi (ARC Centre of Excellence for Creative Industries and Innovation)en_US
dc.relation.ispartofconferencetitleCreating Value: Between Commerce and Commonsen_US
dc.relation.ispartofdatefrom2008-06-25en_US
dc.relation.ispartofdateto2008-06-27en_US
dc.relation.ispartoflocationBrisbaneen_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode339999en_US
dc.titleAligning Curriculum, Pedagogy and Assessment for building creative capacity in undergraduate students: A Case Study from the Conservatoriumen_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyArts, Education & Law Group, Queensland Conservatoriumen_US
gro.rights.copyrightCopyright remains with the author 2008. 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 author.en_AU
gro.date.issued2008
gro.hasfulltextFull Text


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

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