Abstract
Abstract This article explores the general lack of specific course sequencing that measures critical listening skills designed for undergraduate students in music technology, commercial production and vocationally focused degree programmes. Although traditional music performance and education curricula prescribe a sequential examination of history, theory, keyboarding and aural skills, a comprehensive set of standardized listening competencies focused on preparing students for the realities of working in the commercial music, audio and media fields do not exist. This article envisions a balanced collaboration between industry expertise and peer institutional review to conceive a new rubric for evaluating critical listening in undergraduate music technology programmes that meets accreditation standards while preparing graduates for entry-level employment in media-centred fields. This article explores the potential collaboration of audio industry professionals and organizations with educational institutions to create a set of competencies that are workforce-specific, but suitable for academic purposes. This article explores such collaborations through cognitive apprenticeship and multisensory learning.
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