What the students bring: Examining the attributes of commencing conservatoire students

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Author(s)
Lebler, Don
Burt-Perkins, Rosie
Carey, Gemma
Year published
2009
Metadata
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As the range of experiences offered by conservatoires expands to serve an increasingly diverse student cohort, it is no longer reasonable to assume that all students will fit neatly into the traditional expectations of institutions. In the 3P model of learning, the prior learning of students is one of the presage factors that interact with process factors to create products of the system; all three sets of factors should be considered when exploring a learning system. This study explores students' preconservatoire music-learning experiences and attitudes in one bachelor of (western classical) music program in the UK and a ...
View more >As the range of experiences offered by conservatoires expands to serve an increasingly diverse student cohort, it is no longer reasonable to assume that all students will fit neatly into the traditional expectations of institutions. In the 3P model of learning, the prior learning of students is one of the presage factors that interact with process factors to create products of the system; all three sets of factors should be considered when exploring a learning system. This study explores students' preconservatoire music-learning experiences and attitudes in one bachelor of (western classical) music program in the UK and a similar program in Australia, where a popular music cohort was also studied. Results indicate that prior learning experiences and expectations differ among all three cohorts, raising pertinent questions about the need to reject a 'one-model-fits-all' approach to curriculum development. Working from the data, potential lessons from the popular music context are proposed for consideration in the processes of the classical context.
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View more >As the range of experiences offered by conservatoires expands to serve an increasingly diverse student cohort, it is no longer reasonable to assume that all students will fit neatly into the traditional expectations of institutions. In the 3P model of learning, the prior learning of students is one of the presage factors that interact with process factors to create products of the system; all three sets of factors should be considered when exploring a learning system. This study explores students' preconservatoire music-learning experiences and attitudes in one bachelor of (western classical) music program in the UK and a similar program in Australia, where a popular music cohort was also studied. Results indicate that prior learning experiences and expectations differ among all three cohorts, raising pertinent questions about the need to reject a 'one-model-fits-all' approach to curriculum development. Working from the data, potential lessons from the popular music context are proposed for consideration in the processes of the classical context.
View less >
Journal Title
International Journal for Music Education
Volume
27
Issue
3
Copyright Statement
© 2009 International Society for Music Education. 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