Musical Styles as Communities of Practice Challenges for learning, teaching and assessment of music in higher education

The last three decades have been marked by significant expansion of music education within higher education, the outcomes of which can be seen in the increased numbers of students studying music and in the diversity of activity and purpose within music courses. This article interrogates the relation...

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Bibliographic Details
Published in:Arts and humanities in higher education 2009-10, Vol.8 (3), p.329-337
Main Author: Hewitt, Allan
Format: Article
Language:English
Subjects:
Communities of Practice
Educational Practices
Evaluation Problems
Foreign Countries
Higher Education
Instructional Effectiveness
Learning Problems
Music Activities
Music Education
Music Techniques
Music Theory
Performance Tests
United Kingdom
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Summary:The last three decades have been marked by significant expansion of music education within higher education, the outcomes of which can be seen in the increased numbers of students studying music and in the diversity of activity and purpose within music courses. This article interrogates the relationship between stylistic diversity and music provision, specifically in relation to teaching and assessment, and considers music styles as examples of ‘communities of practice’ into which students may be inducted through formal and informal means.
ISSN:1474-0222
1741-265X
DOI:10.1177/1474022209339956