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008 240731b |||||||| |||| 00| 0 eng d
022 _a02650517
040 _aMSU
_bEnglish
_cMSU
_erda
050 0 0 _aML5 BRI
100 1 _aHarrison Scott D.
_eauthor
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
336 _2rdacontent
_atext
_btxt
337 _2rdamedia
_aunmediated
_bn
338 _2rdacarrier
_avolume
_bnc
440 _aBritish Journal of Music Education
_vVolume 30, number 1
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
700 1 _aLebler Don
_eco-author
700 1 _aCarey Gemma
_eco-author
700 1 _aHitchcock Matt
_eco-author
700 1 _aO'Bryan Jessica
_eco-author
856 _uDOI: https://doi.org/10.1017/S0265051712000253
942 _2lcc
_cJA
999 _c166428
_d166428