Abstract
![CDATA[Within the idea of inclusive education for undergraduate students performing diverse musical styles, this study focuses on the responses of students to a peer performing improvisation group at an evaluation workshop modelled on the Critical Response Process (CRP) guidelines. The workshop sought to increase performing knowledge of the students through learning from peers and to be inclusive by drawing on comments of all students from four different performing groups. The study found that both extramusical and musical aspects raised by the students, after watching a video of the improvisation group and of their own groups, plus peer evaluation discussion in the feedback workshop, reflected an inclusive learning environment. This is a positive outcome in the light of Ahmed’s (2012) warning of risks associated with the current favoring of the term ‘diversity’ by institutions and shows there are opportunities, through a CRP evaluation model, to be inclusive of opinions about what is important to individual group members while providing a strong opportunity for development of performance skills.]]
Original language | English |
---|---|
Title of host publication | Proceedings of the 23rd International Seminar of the ISME Commission on the Education of the Professional Musician (CEPROM): Ethics and Inclusion in the Education of Professional Musicians, Virtual Seminar, July 29-31, 2020 |
Publisher | International Society for Music Education |
Pages | 239-253 |
Number of pages | 15 |
ISBN (Print) | 9781922303042 |
Publication status | Published - 2020 |
Event | International Seminar of the ISME Commission on the Education of the Professional Musician - Duration: 27 Sept 2020 → … |
Conference
Conference | International Seminar of the ISME Commission on the Education of the Professional Musician |
---|---|
Period | 27/09/20 → … |
Keywords
- music
- instruction and study
- peer-group tutoring of students
- inclusive education