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dc.contributor.authorHarrison, Scott D
dc.contributor.authorLebler, Don
dc.contributor.authorCarey, Gemma
dc.contributor.authorHitchcock, Matt
dc.contributor.authorO'Bryan, Jessica
dc.date.accessioned2017-05-03T12:57:13Z
dc.date.available2017-05-03T12:57:13Z
dc.date.issued2013
dc.date.modified2014-08-28T22:15:55Z
dc.identifier.issn0265-0517
dc.identifier.doi10.1017/S0265051712000253
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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent290389 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoen_US
dc.publisherCambridge University Press
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom27
dc.relation.ispartofpageto42
dc.relation.ispartofissue1
dc.relation.ispartofjournalBritish Journal of Music Education
dc.relation.ispartofvolume30
dc.rights.retentionY
dc.subject.fieldofresearchMusic Performance
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchPerforming Arts and Creative Writing
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode190407
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1904
dc.subject.fieldofresearchcode1303
dc.titleMaking music or gaining grades? Assessment practices in tertiary music ensembles
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, Queensland Conservatorium
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.
gro.date.issued2013
gro.hasfulltextFull Text
gro.griffith.authorCarey, Gemma M.
gro.griffith.authorHitchcock, Matt R.
gro.griffith.authorHarrison, Scott D.
gro.griffith.authorLebler, Don
gro.griffith.authorO'Bryan, Jessica E.


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