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dc.contributor.authorLebler, Donen_US
dc.contributor.authorBurt-Perkins, Rosieen_US
dc.contributor.authorCarey, Gemmaen_US
dc.date.accessioned2017-05-03T13:15:44Z
dc.date.available2017-05-03T13:15:44Z
dc.date.issued2009en_US
dc.date.modified2010-08-24T06:51:22Z
dc.identifier.issn02557614en_US
dc.identifier.doi10.1177/0255761409335950en_AU
dc.identifier.urihttp://hdl.handle.net/10072/29366
dc.description.abstractAs 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent145152 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSage Publicationsen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom232en_US
dc.relation.ispartofpageto249en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalInternational Journal for Music Educationen_US
dc.relation.ispartofvolume27en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode410101en_US
dc.titleWhat the students bring: Examining the attributes of commencing conservatoire studentsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, Queensland Conservatoriumen_US
gro.rights.copyrightCopyright 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.en_AU
gro.date.issued2009
gro.hasfulltextFull Text


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