Musical styles as communities of practice: challenges for learning, teaching and assessment of music in higher education

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The last three decades have been marked by significant expansion of music education within higher education, the outcomes of which can be seen in the increased numbers of students studying music and in the diversity of activity and purpose within music courses. This article interrogates the relationship between stylistic diversity and music provision, specifically in relation to teaching and assessment, and considers music styles as examples of 'communities of practice' into which students may be inducted through formal and informal means.
Original languageEnglish
Pages (from-to)329-337
Number of pages9
JournalArts and Humanities in Higher Education
Issue number3
Publication statusPublished - Oct 2009


  • assessment
  • genre
  • higher education
  • music
  • performance

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