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dc.contributor.convenorChristopher Johnson
dc.contributor.authorHarrison, Scott
dc.contributor.editorChristopher Johnson
dc.date.accessioned2017-05-03T12:57:13Z
dc.date.available2017-05-03T12:57:13Z
dc.date.issued2014
dc.date.modified2014-07-28T06:52:15Z
dc.identifier.urihttp://hdl.handle.net/10072/61695
dc.description.abstractResearch training could be considered the cradle for developing research culture in the conservatoire. Following the alignment of music schools with universities in Australia there is an increasing expectation that research degrees be available for high-level practitioners best located in tertiary music-making environment. This paper investigates the ways in which the Queensland Conservatorium at Griffith University in Australia has enabled a community of practice in the field of research training. This conservatorium has offered a Master of Music since 2000 and a Doctor of Musical Arts from 2005. Both are classified as research degrees with a major practice-centred component and a text-based component, supported by coursework in the early stages of the programs. The programs have recently undergone an extensive review the paper draws on this and data gathered from research students, graduates, academic supervisors and administrators. Using the community of practice literature as a basis, the paper reflects on three elements of the review outcomes: i) a domain of knowledge which defines a set of issues; ii) a community of people who care about this domain; and iii) the shared practices that are developing around the issues. These elements are brought together in terms of the community of practice lifecycle: potential, coalescence, maturation, stewardship, and transformation. Implications for research within the tertiary music setting are argued in terms of institutional imperatives, development of supervisor skills and the enhancement of the student experience. In particular, the paper offers insights about delivery modes (including distance, blending learning and face to face), course content, and the potential for varied practice-centred formats that prepare graduates for professional life beyond their university studies.
dc.description.publicationstatusYes
dc.format.extent157711 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.publisherInternational Society for Music Education
dc.publisher.placeGreece
dc.publisher.urihttps://www.isme.org/other-publications/2014-isme-policy-proceedings
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencename24th International Seminar on Research in Music Education
dc.relation.ispartofconferencetitleProceedings of the 24th International Seminar on Research in Music Education
dc.relation.ispartofdatefrom2012-07-08
dc.relation.ispartofdateto2012-07-13
dc.relation.ispartoflocationThessaloniki, Greece
dc.rights.retentionY
dc.subject.fieldofresearchMusic Performance
dc.subject.fieldofresearchcode190407
dc.titlePractice-centred research training in music: an emerging community of practice in the Conservatoire
dc.typeConference output
dc.type.descriptionE2 - Conferences (Non Refereed)
dc.type.codeE - Conference Publications
gro.facultyArts, Education & Law Group, Queensland Conservatorium
gro.rights.copyright© 2012 ISME. The attached file is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the author.
gro.hasfulltextFull Text
gro.griffith.authorHarrison, Scott D.


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    Contains papers delivered by Griffith authors at national and international conferences.

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