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dc.contributor.authorHarrison, Scotten_US
dc.contributor.authorLebler, Donen_US
dc.contributor.authorCarey, Gemmaen_US
dc.contributor.authorHitchcock, Matten_US
dc.contributor.authorO'Bryan, Jessicaen_US
dc.date.accessioned2017-05-03T12:57:13Z
dc.date.available2017-05-03T12:57:13Z
dc.date.issued2013en_US
dc.date.modified2014-08-28T22:15:55Z
dc.identifier.issn02650517en_US
dc.identifier.doi10.1017/S0265051712000253en_US
dc.identifier.urihttp://hdl.handle.net/10072/47603
dc.description.abstractParticipation in an ensemble is a significant aspect of tertiary music experience. Learning and assessment practices within ensembles have rarely been investigated in Australia and the perceptions of staff and students as to how they learn and are assessed within ensembles remain largely unexplored. This paper reports on part of a larger project that investigated learning and assessment practices within ensembles at an Australian Conservatorium of Music. Ensembles contribute to approximately 25% of student work in each semester, and the assessment contributes to a final grade for the semester. Using a case study methodology, four music ensembles were studied. The data generated were coded into themes including assessment practices and processes; collaborative learning practices; the development of the professional musician; and communication and transparency between participants and the institution. Findings revealed that both staff and student participants in this study perceived ensemble participation to be valuable to the development of a professional musician, but that assessment procedures did not always support this goal. Institutional demands were found to be an inhibiting factor in the assessment of ensembles, and both students and teachers had problems with current assessment procedures, resulting in confusion and lack of transparency about how ensembles are assessed. Approaches to the development of the professional musician became a dominant discussion point and a substantial finding of the research. By examining dominant and subjugated knowledge in this domain, institutional power relations were interrogated, existing practices were challenged, and assessment practices rethought.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent290389 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherCambridge University Pressen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom27en_US
dc.relation.ispartofpageto42en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalBritish Journal of Music Educationen_US
dc.relation.ispartofvolume30en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchMusic Performanceen_US
dc.subject.fieldofresearchcode190407en_US
dc.titleMaking music or gaining grades? Assessment practices in tertiary music ensemblesen_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.copyright© 2012 Cambridge University Press. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_US
gro.date.issued2013
gro.hasfulltextFull Text


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    Contains articles published by Griffith authors in scholarly journals.

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