Some specific music units of study were identified as being particularly beneficial and enjoyable. Units of study involving the performance of music were seen by many of the participants as useful and fun. All three cohorts
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undertook these kinds of units, although the number and level of the unit differed between the TAFE and HE courses.
All students participated in practical music ensembles as part of various music units. Students were allocated to an ensemble group of between five to seven students where they chose, prepared and performed music repertoire. Ensemble groups were directed by a tutor who assisted with ensemble activities and learning. Many participants spoke positively of their experiences in these ensemble groups. Belinda, who was studying music as part of an education degree, exclaimed:
‘...ensemble was fun!’ We were able to put all the theory we were learning into practice.’
Belinda loved being part of a group who worked together to produce a collective outcome. Caroline agreed and commented that she enjoyed learning different styles of music in her ensemble because students came to the group with different music backgrounds and preferences. Isabelle believed ensemble classes allowed her to forge close relationships due to the intense and personal process of preparing music to perform together.
The TAFE and undergraduate music courses included ‘performance platform’ units where students were required to perform material in front of teachers and other students on a weekly basis. This unit was designed to encourage students to prepare new repertoire and build public performance technique and offered a safe and supportive opportunity for constructive feedback. Many students found the unit valuable. Kyrie judged that the unit was the highlight of the course because he was able to hear other students play and gauge relative standards and musical progress. Kyrie said he enjoyed the significant opportunities that this unit of study offered him to perform with other students on stage in a public environment. Iggy felt that the unit was beneficial because it forced him to choose and prepare new songs. He concluded that he was able to expand the range and depth of his musical repertoire over the duration of the course. Jordan appreciated the diverse repertoire he heard and was able to engage with. He declared:
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‘If I had walked in that first day and had been told not to play this or that I would have walked away straight away. This is what I like about the course compared to other places.’
Students were required to perform in recitals as an assessment component for practical music units. Students were required to prepare and present music repertoire in a performance environment to a panel of teachers who assessed the performances according to a range of music criteria. Some participants commented that they enjoyed recitals. Helena remarked that she liked recitals because:
‘…there was a goal and I enjoyed singing in front of friends and family and presenting something I had worked on for a whole term.’
Harry declared that recitals were effective preparation for public performances because:
‘It forced me to really prepare well and meet the expectations that others had of me – just like the public would.’
Respondents identified individual instrumental tuition as an enjoyable and important part of their study. Fabien remarked:
‘I was able to learn so much more about the instrument and what I could really do with it. I could ask questions and get the answers I needed because I was the only student. You don’t get that opportunity at university very often.’
Andrew enjoyed instrumental study because the subject allowed him to more clearly establish the link between music theory and his guitar playing. Jordan felt instrumental study helped him analyse music better and articulate music theory in the context of his instrument. Dylan was certain that instrumental study improved his technique and style of playing and gave him confidence to tackle more challenging repertoire.
Students discussed music history and culture units. Iggy determined these units exposed him to new concepts in music that he had been unaware of. Kyrie commented that:
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‘...understanding music’s place and role in society is really useful as a performer, composer and teacher.’
Cora, who had had limited exposure to academic literature in music, enjoyed the opportunity to read and analyse writing about music. She felt that these units helped her to contemplate a range of careers in music. Dylan appreciated the opportunity to improve writing skills and thinking skills.
Composition and song writing units elicited some very positive comments. Finn enjoyed learning about composition techniques and having the space to experiment with new ways of making music. Jordan learned about different composers that provided new ideas about writing his own music. Dylan commented that he enjoyed a film composition class because he was able to use visual images to inspire new and interesting sounds.
Some students appeared to appreciate the benefits of studying music theory. Theory classes helped make Isabelle make sense of ‘the language of music’ and to better understand ‘how and why I was playing what I was playing.’ George commented that theory classes allowed him to correct false assumptions he had made while learning to play guitar. Elle had to exert a great deal of effort to pass music theory but she found she enjoyed the challenge of getting out of her ‘comfort zone’ and learning useful approaches to understanding music.
Music technology units were identified as relevant and enjoyable. Jordan spoke about recording projects undertaken as part of his music studies:
‘Those projects were invaluable. I got so much ‘hands on’ experience of recording tools and processes and then got to have these real music products that I’d made.’
Harry said he liked subjects involving technology because these subjects offered the opportunity to combine his experience and knowledge of computers and software with his passion for making music. Isabelle found learning music notation software invaluable for other music subjects as well as her own independent musical pursuits.
Music industry and music business units were identified as being valuable because they offered insights into the ‘real music world’. Many participants
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commented on independent study units that afforded them the freedom to explore their own musical ideas with the support and guidance of the academic environment.