Special Issue: Current Issues in High Music Education

Abstract

Click to increase image sizeClick to decrease image size Notes 1. The publication of Ernest Boyer's Scholarship Reconsidered in 1990 Boyer, E.L. 1990. Scholarship reconsidered: Priorities of the professoriate, Menlo Park, CA: Carnegie Foundation for the Advancement of Teaching. [Google Scholar] is widely considered as a turning point in this regard. 2. One of the first major studies of peer assessment in higher education involved a university music department (Searby and Ewers 1997 Searby, M. and Ewers, T. 1997. An evaluation of the use of peer assessment in higher education: A case study in the School of Music, Kingston University. Assessment and Evaluation in Higher Education, 22(4): 371–83. [Taylor & Francis Online] , [Google Scholar]). 3. We recognise that the distinction drawn here between music conservatoires and college/university music departments may not be directly applicable to all situations – indeed, The Reflective Conservatoire conference series, in spite of what its title might have inferred, included submissions and presentations from participants working in a broad range of institutional settings. It is also acknowledged here that many music courses in higher education set out to integrate practical and academic components of music studies. 4. The titles/subtitles for these publications – ‘Teaching the unteachable?’ and ‘Is it possible to teach composition today?’ – suggest an area of practice that has come to be regarded as inherently problematic.