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Understanding the transition from school to university in music and related subjects

By Julia Winterson and Michael Russ

Abstract

This project stemmed from a need to improve understanding of the transition from school to university music and other related subjects. Students now come from a wide range of backgrounds and university staff need to understand these more comprehensively in order to manage transition more effectively. The project examined how curricula can build upon the strengths of students and how to avoid the (negative) view that it is necessary to begin an undergraduate course with essentially remedial work. It has the support of the subject centre for performing arts (PALATINE), the music subject association (NAMHE), and the Society for Music Analysis (SMA)

Topics: LB1603, M1, LB2300
Publisher: University of Huddersfield
Year: 2008
OAI identifier: oai:eprints.hud.ac.uk:3692

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  1. Although the 2008 Music Technology survey did not include questions about specific modules, several comments were made about these in response to open-ended questions.
  2. (2003). Boute et al (2007) and Stuart
  3. (2003). Bridging the Gap Between A Level and Degree’ doi
  4. (1998). conference held at the University of Leeds,
  5. For an outline of the relevant requirements of the different exam boards please Appendix
  6. (2008). How do you teach composition’ in New Notes
  7. Numbers of students have been rounded up or down to the nearest hundred.
  8. The majority of the English Studies students had completed English Literature A Level but a small number had completed an A Level in English Language and Literature.
  9. (2006). The same uncertainty is described
  10. The syllabus will focus on key aesthetic issues in sound technology and practice, exploring historical practitioners and computer animation.
  11. These include Composition, Computer Composition, Popular Composition and Arranging, Stylistic Composition and Scoring for Film.
  12. This does not include the categories where only one student achieved a particular degree classification for that subject.
  13. This has addressed the perceived lack of stylistic flexibility by establishing two key routes for third year students: 1.
  14. This was led by the Royal College of Music and designed to share ideas of good practice when ‘fostering professional skills among those studying music in higher education’.
  15. Too few students had taken Music Technology A Level to provide a large enough sample so this subject was not analysed.
  16. Where only one student has achieved any of the classifications for a subject, the mean numbers have been taken out to avoid distorting the figures.

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