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Ethos, Technique, and Performance: Rethinking Ensembles in Higher Education

McCaleb, Murphy ORCID: https://orcid.org/0000-0002-9867-9909 (2018) Ethos, Technique, and Performance: Rethinking Ensembles in Higher Education. In: Performance Studies Network Fifth International Conference, 5–8 July 2018, Norwegian Academy of Music, Oslo. (Unpublished)

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Official URL: https://psn2018.org/


Ensemble performance curricula within UK higher education is primarily based on the assumption that mere participation in ensembles will catalyse students’ development as ensemble performers. This approach to teaching can easily remain unexamined, either through habit or presumed beneficence, and thus music programmes and lecturers miss opportunities to explore potentially more efficient and effective ways of working. As Patrick Freer notes, ensembles in educational institutions are simultaneously expected to yield high-level performances whilst being effective pedagogic environments, a paradox which persists ‘partly because [ensemble] teachers rarely seize the opportunity to question what they do or why they do it’ (2011, p. 172). Emerging from increasing amounts of research on ensemble interaction, this paper explores the question of how ensemble curricula might be rethought to encourage more holistic and effective student development.

Item Type: Conference or Workshop Item (Paper)
Status: Unpublished
Subjects: M Music and Books on Music > M Music
M Music and Books on Music > MT Musical instruction and study
School/Department: School of the Arts
URI: https://ray.yorksj.ac.uk/id/eprint/4465

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