- Title
- Embedding creative and critical thinking in performance studies - the challenge
- Creator
- Vella, Richard; English, Helen
- Relation
- Assessment in Music Education: From Policy to Practice p. 141-151
- Relation
- Landscapes: the Arts, Aesthetics, and Education 16
- Publisher Link
- http://dx.doi.org/10.1007/978-3-319-10274-0_10
- Publisher
- Springer
- Resource Type
- book chapter
- Date
- 2015
- Description
- This chapter looks at the dilemma students are faced with when entering university level education. This dilemma involves the requirement of students to be analytical and critical when their aspirations are most often associated with playing their instrument. At the University of Newcastle we have sought to address this dilemma by embedding real time critical thinking into their performance practice. In the chapter we discuss various approaches to implementing critical and creative thinking in course design and assessment. Pedagogical approaches have been trialled at the Newcastle Conservatorium of Music, including improvisation, embedding repertoire studies in our Principal Study courses, comparative listening to recordings, reflective statements and lesson observations. In the light of the Australian Qualifications Framework (AQF) and the requirement of evidence for Threshold Learning Outcomes, criteria and assessment processes will also be discussed that may be used to demonstrate levels of critical thinking. This paper reflects on these various pedagogical and assessment strategies and their relative success.
- Subject
- self and group assessment; evaluation of creative work; creative and critical thinking
- Identifier
- http://hdl.handle.net/1959.13/1339141
- Identifier
- uon:28185
- Identifier
- ISBN:9783319102733
- Language
- eng
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