Curriculum Desind and Development in Higher Music Education - Aec

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AEC PUBLICATIONs 2007

handbook CurriCulum design and development in higher musiC eduCation jeremy Cox

A free electronic version of this handbook is available through www.polifonia-tn.org.

The Polifonia project has been funded with support from the European Commission. This publication reflects the views of its authors and the Commission cannot be held responsible for any use which might be made of the information contained therein.

handbook CurriCulum design and development in higher musiC eduCation jeremy Cox

Contents
1. 2. 3. 4. 5. 6. 7. Foreword introduction some preliminary remarks on Curriculum design and development –whatisitandwhatisitfor? Curriculum design: the holistic approach 3.1 Thepartsandthewhole 3.2LearningOutcomes 3.3FromLearningOutcomestoaholisticcurriculum the use of learning outcomes in curriculum design 4.1 Fromtheorytopractice 4.2Lessons,classes,LearningOutcomesandtherelationshipbetweenthem 4.3Semesters,yearsandaprogressivecurriculum 4.4LearningOutcomesandintermediatemilestones 4.5LearningOutcomes,the‘typical’student,coreandoptionalunits the use of credit points in curriculum design 5.1 Creditpoints,volumeandstandardunits 5.2Thebenefitsofstandardisation 5.3Creditpointsandlevels 5.4Creditpoints,optionsandmanagingthecostofprovision reviewing and updating a designed curriculum – Curriculum development 6.1 Design,approvalandreview 6.2LearningOutcomesandreview 6.3Ongoingdevelopmentthroughannualmonitoring 6.4Continuousenhancementthedevelopmentalphilosophy 6.5Thedevelopmentalapproachtomanagingthecostofprovision 6.6Curriculumreviewandexternalqualityassurance Conclusion 7.1 Returningtofirstprinciples 7.2Student-centeredness:traditionsandideals 7.3Finalremarks 9 12 12 13 15 17 17 17 19 21 22 25 25 28 28 30 32 32 33 34 34 35 36 38 38 38 39 5 7

Foreword
ThisdocumenthasbeendevelopedintheframeworkoftheERASMUSThematicNetworkforMusic “Polifonia”1,thelargestEuropeanprojectonprofessionalmusictrainingtodate.Thisprojectinvolved 67organisationsinprofessionalmusictrainingandthemusicprofessionfrom32Europeancountries and30expertsin5connectedworkinggroupsinanintensive3-yearworkprogrammefromSeptember2004October2007.Theproject,whichwascoordinatedjointlybytheMalmöAcademyofMusicLundUniversityandtheAssociationEuropéennedesConservatoires,AcademiesdeMusiqueet Musikhochschulen (AEC),receivedsupportfromtheEuropeanUnionwithintheframeworkofthe ERASMUSProgramme.Theaimsoftheprojectwere: 1. To study issues connected to the Bologna Declaration Process, such as the development of learningoutcomesfor1st(Bachelor),2nd(Master)and3rdcyclestudiesthroughthe“Tuning”2 methodology,theuseofcreditpointsystems,curriculumdevelopment,mobilityofstudentsand teachers,andqualityassuranceinthefieldofmusicinhighereducation. 2. To collect information on levels in music education other than the 1st (Bachelor) and the 2nd (Master)studycycles,inparticularpre-collegetrainingand3rdcycle(Doctorate/PhD)studiesin thefieldofmusic. 3. Toexploreinternationaltrendsandchangesinthemusicprofessionandtheirimplicationsfor professionalmusictraining. Withtheaimtoparticipateinthediscussionstakingplaceinthehighermusiceducationsectorand intheframeworkoftheBolognaprocess,theAECformedwithin“Polifonia”agroupwiththefollowingexperts: • JeremyCox(Chair-RoyalCollegeofMusic,London) HannuApajalahti(SibeliusAcademy,Helsinki) • EvertBisschopBoele(HanzehogeschoolGroningen) • CristinaBritodaCruz(EscolaSuperiordeMúsicadeLisboa) • BrunoCarioti(ConservatorioStatalediMusica“AlfredoCasella”,L’...
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