Staying in Sync: Keeping Popular Music Pedagogy Relevant to an Evolving Music Industry
The Bachelor of Popular Music (BPM) program operates in purpose built facilities on the Gold Coast campus of Griffith University (Queensland, Australia). The degree design replicates how musicians progress outside formal learning contexts in an enhanced higher education environment, including self-d...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
International Association for the Study of Popular Music
2015-01-01
|
| Series: | IASPM Journal |
| Subjects: | |
| Online Access: | https://iaspmjournal.net/index.php/IASPM_Journal/article/view/712/pdf_28 |
| _version_ | 1818556507314192384 |
|---|---|
| author | Don Lebler Donna Weston |
| author_facet | Don Lebler Donna Weston |
| author_sort | Don Lebler |
| collection | DOAJ |
| description | The Bachelor of Popular Music (BPM) program operates in purpose built facilities on the Gold Coast campus of Griffith University (Queensland, Australia). The degree design replicates how musicians progress outside formal learning contexts in an enhanced higher education environment, including self-directed and collaborative learning, participatory assessment, and critical listening as core activities. Graduates are independent musicians, having studied popular music history and analysis, audio production, songwriting and performance, ensuring competence in a broad range of popular music activities.
While the structure of the degree remains constant, the content and processes remain fluid in response to the rapid changes in the music industry. Reflecting the increasingly artist-driven nature of the industry itself, student consultation has provided the impetus for many of these changes. The primary goal of the program was, and still is, to produce graduates who are multi-skilled and able to engage effectively with the popular music industry, prepared to adapt to the changes that are characteristic of this dynamic field. This paper documents this process of change over a fifteen-year period, showing how pedagogy can respond to continually changing industry demands. |
| first_indexed | 2024-12-13T23:48:14Z |
| format | Article |
| id | doaj.art-3bb6e6bb170c480d909c522213e9d3ca |
| institution | Directory Open Access Journal |
| issn | 2079-3871 2079-3871 |
| language | English |
| last_indexed | 2024-12-13T23:48:14Z |
| publishDate | 2015-01-01 |
| publisher | International Association for the Study of Popular Music |
| record_format | Article |
| series | IASPM Journal |
| spelling | doaj.art-3bb6e6bb170c480d909c522213e9d3ca2022-12-21T23:26:52ZengInternational Association for the Study of Popular MusicIASPM Journal2079-38712079-38712015-01-015112413810.5429/2079-3871(2015)v5i1.8enStaying in Sync: Keeping Popular Music Pedagogy Relevant to an Evolving Music IndustryDon Lebler0Donna Weston1Queensland Conservatorium, Griffith University Queensland Conservatorium, Griffith University The Bachelor of Popular Music (BPM) program operates in purpose built facilities on the Gold Coast campus of Griffith University (Queensland, Australia). The degree design replicates how musicians progress outside formal learning contexts in an enhanced higher education environment, including self-directed and collaborative learning, participatory assessment, and critical listening as core activities. Graduates are independent musicians, having studied popular music history and analysis, audio production, songwriting and performance, ensuring competence in a broad range of popular music activities. While the structure of the degree remains constant, the content and processes remain fluid in response to the rapid changes in the music industry. Reflecting the increasingly artist-driven nature of the industry itself, student consultation has provided the impetus for many of these changes. The primary goal of the program was, and still is, to produce graduates who are multi-skilled and able to engage effectively with the popular music industry, prepared to adapt to the changes that are characteristic of this dynamic field. This paper documents this process of change over a fifteen-year period, showing how pedagogy can respond to continually changing industry demands.https://iaspmjournal.net/index.php/IASPM_Journal/article/view/712/pdf_28popular music learningpopular music pedagogyparticipatory assessmentcareer preparationentrepreneurship |
| spellingShingle | Don Lebler Donna Weston Staying in Sync: Keeping Popular Music Pedagogy Relevant to an Evolving Music Industry IASPM Journal popular music learning popular music pedagogy participatory assessment career preparation entrepreneurship |
| title | Staying in Sync: Keeping Popular Music Pedagogy Relevant to an Evolving Music Industry |
| title_full | Staying in Sync: Keeping Popular Music Pedagogy Relevant to an Evolving Music Industry |
| title_fullStr | Staying in Sync: Keeping Popular Music Pedagogy Relevant to an Evolving Music Industry |
| title_full_unstemmed | Staying in Sync: Keeping Popular Music Pedagogy Relevant to an Evolving Music Industry |
| title_short | Staying in Sync: Keeping Popular Music Pedagogy Relevant to an Evolving Music Industry |
| title_sort | staying in sync keeping popular music pedagogy relevant to an evolving music industry |
| topic | popular music learning popular music pedagogy participatory assessment career preparation entrepreneurship |
| url | https://iaspmjournal.net/index.php/IASPM_Journal/article/view/712/pdf_28 |
| work_keys_str_mv | AT donlebler stayinginsynckeepingpopularmusicpedagogyrelevanttoanevolvingmusicindustry AT donnaweston stayinginsynckeepingpopularmusicpedagogyrelevanttoanevolvingmusicindustry |