Popular music pedagogy

Abstract

This chapter provides dual perspectives on the functions of participatory assessment and holistic pedagogical practices in higher music education, and recognizes the role of accessible recording technology as a source of instant feedback and as a creative tool that has reshaped the way music is produced. The ways in which music is produced and consumed are challenging traditional modes of music dissemination and the pedagogies used in educational institutions. Do-it-yourself musicians are self-reliant and autonomous, writing, performing, recording and producing original music. The chapter describes contemporary society as rich in information and growing in complexity; importance is placed on creativity, adaptability, reflexivity and innovative problem-solving skills. In the mid-1990s, an opportunity for pedagogical change was recognized at the Queensland Conservatorium Griffith University, and the innovative Bachelor of Popular Music (BPM) programme was introduced in 1999. Active engagement of students and critical reflection are developed through the BPM assessment structure.

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