| 000 | 02797nam a22002897a 4500 | ||
|---|---|---|---|
| 003 | ZW-GwMSU | ||
| 005 | 20240731091211.0 | ||
| 008 | 240731b |||||||| |||| 00| 0 eng d | ||
| 022 | _a02650517 | ||
| 040 |
_aMSU _bEnglish _cMSU _erda |
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| 050 | 0 | 0 | _aML5 BRI |
| 100 | 1 |
_aHarrison Scott D. _eauthor |
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| 245 | 1 | 0 |
_aMaking music or gaining grades? _bassessment practices in tertiary music ensembles _ccreated by Scott D. Harrison , Don Lebler , Gemma Carey , Matt Hitchcock and Jessica O'Bryan |
| 264 | 1 |
_aCambridge: _bCambridge University Press, _c2013 |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 440 |
_aBritish Journal of Music Education _vVolume 30, number 1 |
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| 520 | 3 | _aParticipation 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. | |
| 650 |
_aMaking music _vAssessment practices _xTertiary music ensembles |
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| 700 | 1 |
_aLebler Don _eco-author |
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| 700 | 1 |
_aCarey Gemma _eco-author |
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| 700 | 1 |
_aHitchcock Matt _eco-author |
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| 700 | 1 |
_aO'Bryan Jessica _eco-author |
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| 856 | _uDOI: https://doi.org/10.1017/S0265051712000253 | ||
| 942 |
_2lcc _cJA |
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| 999 |
_c166428 _d166428 |
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