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Music Undergraduates' Usefulness and Importance Expectations: The Bologna Process from an Australian University Perspective.

Harvey DG, Davidson JW, Nair CS - Front Psychol (2016)

Bottom Line: Drawing on this contextual literature, commencing university music undergraduates would have expectations of their prospective study founded from two historical influences.Strong relationships between usefulness and importance were found across all units of study.The educational model did not appear to affect music undergraduate expectations.

View Article: PubMed Central - PubMed

Affiliation: School of Music, The University of Western Australia Perth, WA, Australia.

ABSTRACT
The Bologna Process model of higher education has been introduced into some Australian universities since 2008. This model promoted university study through a liberal arts philosophy that advanced a worldview approach at the undergraduate level. The model generalized the student experience and eliminated undergraduate specialization. An interesting situation for music undergraduate study thus arose. Expertise and expert performance research has argued an opposing educational approach, namely: Extensive long-term commitment through focused practical engagement and specialized tuition as prerequisites to achieving musical mastery, especially in performance. Motivation research has shown that the majority of this specialized development in pre-university years would be accessed and reinforced predominantly through private music tuition. Drawing on this contextual literature, commencing university music undergraduates would have expectations of their prospective study founded from two historical influences. The first: How undergraduates had accessed pre-university music tuition. The second: How and in what ways undergraduates' pre-university musical activities were experienced and reinforced. Using usefulness and importance measures, the study observed the expectations of students about to commence music undergraduate studies at three representative Australian university music schools. One of these universities operated the Bologna styled model. No other known Australian study has investigated this implementation for any effects upon music undergraduate expectations. How much commencing music undergraduates would draw on their pre-university music instruction and experiences to predict their usefulness and importance expectations formed the basis for this investigation. Strong relationships between usefulness and importance were found across all units of study. Despite strong correlations across all units of study between usefulness and importance, there was a reluctance to be outwardly positive toward units of study that were not practical and performance-related, such as Music History. The educational model did not appear to affect music undergraduate expectations.

No MeSH data available.


Related in: MedlinePlus

Percentage focus of pre-university music instruction.
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Figure 6: Percentage focus of pre-university music instruction.

Mentions: The data in Figure 5 show that 83% of commencing music undergraduates received an emphasis on practical, performance-based experiences in their pre-university training. Almost 9% had an academic emphasis, and 8% had experiences that emphasized other aspects of musical encounter (addressed further in Figure 6). At the individual level in Figure 5, ECU's result for academic experience (20%) suggests that some within this cohort had musicological experiences perhaps encountered in high school through composition. The ECU and MCM results for “All others” (11% each) suggests that commencing music undergraduates were drawn from an eclectic demography. There was significantly less of an emphasis on pre-university academic experiences for those students entering UWA (6%) and MCM (1%). The majority of students had a pre-university music instruction emphasis on practical music making.


Music Undergraduates' Usefulness and Importance Expectations: The Bologna Process from an Australian University Perspective.

Harvey DG, Davidson JW, Nair CS - Front Psychol (2016)

Percentage focus of pre-university music instruction.
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4940396&req=5

Figure 6: Percentage focus of pre-university music instruction.
Mentions: The data in Figure 5 show that 83% of commencing music undergraduates received an emphasis on practical, performance-based experiences in their pre-university training. Almost 9% had an academic emphasis, and 8% had experiences that emphasized other aspects of musical encounter (addressed further in Figure 6). At the individual level in Figure 5, ECU's result for academic experience (20%) suggests that some within this cohort had musicological experiences perhaps encountered in high school through composition. The ECU and MCM results for “All others” (11% each) suggests that commencing music undergraduates were drawn from an eclectic demography. There was significantly less of an emphasis on pre-university academic experiences for those students entering UWA (6%) and MCM (1%). The majority of students had a pre-university music instruction emphasis on practical music making.

Bottom Line: Drawing on this contextual literature, commencing university music undergraduates would have expectations of their prospective study founded from two historical influences.Strong relationships between usefulness and importance were found across all units of study.The educational model did not appear to affect music undergraduate expectations.

View Article: PubMed Central - PubMed

Affiliation: School of Music, The University of Western Australia Perth, WA, Australia.

ABSTRACT
The Bologna Process model of higher education has been introduced into some Australian universities since 2008. This model promoted university study through a liberal arts philosophy that advanced a worldview approach at the undergraduate level. The model generalized the student experience and eliminated undergraduate specialization. An interesting situation for music undergraduate study thus arose. Expertise and expert performance research has argued an opposing educational approach, namely: Extensive long-term commitment through focused practical engagement and specialized tuition as prerequisites to achieving musical mastery, especially in performance. Motivation research has shown that the majority of this specialized development in pre-university years would be accessed and reinforced predominantly through private music tuition. Drawing on this contextual literature, commencing university music undergraduates would have expectations of their prospective study founded from two historical influences. The first: How undergraduates had accessed pre-university music tuition. The second: How and in what ways undergraduates' pre-university musical activities were experienced and reinforced. Using usefulness and importance measures, the study observed the expectations of students about to commence music undergraduate studies at three representative Australian university music schools. One of these universities operated the Bologna styled model. No other known Australian study has investigated this implementation for any effects upon music undergraduate expectations. How much commencing music undergraduates would draw on their pre-university music instruction and experiences to predict their usefulness and importance expectations formed the basis for this investigation. Strong relationships between usefulness and importance were found across all units of study. Despite strong correlations across all units of study between usefulness and importance, there was a reluctance to be outwardly positive toward units of study that were not practical and performance-related, such as Music History. The educational model did not appear to affect music undergraduate expectations.

No MeSH data available.


Related in: MedlinePlus