Parallel, series and integrated

Models of tertiary popular music education

Authored by: Gavin Carfoot , Brad Millard , Samantha Bennett , Christopher Allan

The Routledge Research Companion to Popular Music Education

Print publication date:  February  2017
Online publication date:  January  2017

Print ISBN: 9781472464989
eBook ISBN: 9781315613444
Adobe ISBN: 9781317042013

10.4324/9781315613444.ch12

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Abstract

A wide range of tertiary institutions offer popular music curricula, from those with well-established Western Art music traditions, through to those specifically focused on popular music education. Various scholarly studies of learning and teaching have documented and developed new approaches to pedagogy, curriculum and assessment, such as those by Green (2001), Lebler (2007, 2013) and Smith (2013). However, due to the fact that most of these studies are based in singular programmes or departments, few have been able to provide broad, multi-institutional analysis and critique of popular music education practices, perhaps with the exception of the UK-based report by Cloonan and Hulstedt (2012). Different institutional contexts may include a range of factors that impact upon learning experiences and outcomes for students, such as the overall vision and objectives of the institution and programme; departmental history and context; whether the programme includes popular music education alone, or delivers it in combination with other areas of music; the degree to which learning and teaching practices are embedded in established models, or are informed by pedagogical developments and innovations; and ways in which the background, orientation and attitudes of faculty members can shape pedagogy.

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