000			01781nam a22002417a 4500
003			ZW-GwMSU
005			20240731102655.0
008			240731b |||||||| |||| 00| 0 eng d
022			_a02650517
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aML5 BRI
100	1		_aBarratt, Elisabeth _eauthor
245	1	0	_aResearching group assessment: _bjazz in the conservatoire/ _ccreated by Elisabeth Barrat
264	1		_aCambridge: _bCambridge University Press, _c2005.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aBritish journal of music education _vVolume 22, number 3
520	3		_aThis article presents the results of research into methods and scorings for jazz assessment in Trinity College of Music, London, focusing on the possibility of introducing group assessment. It considers the advantages of group assessment methods, contrasting these with the more traditional approach, firmly established in conservatoires, of evaluating individual musicians. We question the role of jazz within the conservatoire, exploring not only the way institutions may transform jazz practice, but also the ways jazz may contribute to the evolution of higher education. The research formed part of a larger grant aimed at curricular development at Trinity College of Music. As such, we present it as an example of research's potential for immediate impact upon education policy. The project is also unusual in its use of students and instrumental professors not only as subjects of research but as participators fully involved in their own self-assessment and development.
650			_aMusic Education _vJazz _xEvaluation Methods,
856			_uhttps://doi.org/10.1017/S0265051705006467
942			_2lcc _cJA
999			_c166435 _d166435