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Conservatoire leaders’ observations and perceptions on curriculum reform

Published online by Cambridge University Press:  05 July 2019

Tamara W. Rumiantsev ,
Wilfried F. Admiraal  and
Roeland M. van der Rijst
Tamara W. Rumiantsev*
Affiliation:
Graduate School of Teaching, Leiden University, PO BOX 905, Leiden, The Netherlands
Wilfried F. Admiraal
Affiliation:
Graduate School of Teaching, Leiden University, PO BOX 905, Leiden, The Netherlands
Roeland M. van der Rijst
Affiliation:
Graduate School of Teaching, Leiden University, PO BOX 905, Leiden, The Netherlands
*
Corresponding author. Email: [email protected]
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Abstract

Musicians nowadays need to be able to work both creatively and collaboratively, often in a wider range of artistic, social and cultural contexts. A strong vision on conservatoire pedagogy is needed to reach this goal and at the same time align with the demands of higher education. At the start of the 21st century, renewal of curricula concentrated on implementing the teaching of a broader range of skills, knowledge and attitudes, including problem-solving, reflective, cooperative and communicative competences, as part of the Bologna process of implementing bachelor and master of music programmes. In semi-structured interviews, leaders of conservatoires in Belgium (Flanders) and the Netherlands reflected on their curriculum and revealed their observations and perceptions of its connection to professional practice. Based on a thematic analysis, conservatoire leaders’ observations and perceptions of the process of curriculum reform were identified. They indicated that teaching professionals continue to maintain an autonomous position, practising traditional forms of teaching and learning. Conservatoire leaders were rather hesitant in implementing new pedagogies, teaching principles and guidelines, due to a dedication to craftsmanship and a large amount of respect for the expertise of their teaching professionals.

Keywords

Higher music educationleadershippedagogycollaborative learningprofessional practice
Type
Articles
Information
British Journal of Music Education , Volume 37 , Issue 1 , March 2020 , pp. 29 - 41
Copyright
© Cambridge University Press 2019

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