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

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    Author(s)
    Lebler, Don
    Burt-Perkins, Rosie
    Carey, Gemma
    Griffith University Author(s)
    Carey, Gemma M.
    Lebler, Don
    Year published
    2009
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    Abstract
    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 ...
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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 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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    Journal Title
    International Journal for Music Education
    Volume
    27
    Issue
    3
    DOI
    https://doi.org/10.1177/0255761409335950
    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
    Publication URI
    http://hdl.handle.net/10072/29366
    Collection
    • Journal articles

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