Transcript Slide 1
Understanding the transition from school to university in music technology Julia Winterson Dec 2007 Rationale • The quality of the first year undergraduate experience is partly dependent on how comfortable students feel with the interface between school and university. • This research will provide a resource that will improve student experience and the university curricula through identification of the particular learning needs of first year students. Project Strategy • literature review • interviews with education bodies, teachers and lecturers • observation of practice in schools and colleges • analysis of current specifications and modules • student questionnaires showing correlation between preuniversity courses and undergraduate experience • extension of research to other arts subjects • suggesting changes to university curricula and teaching methods Generic overview of transition Most literature deals with general issues - not discipline-specific. First-year experience is important for student retention. Problems for students • study skills • time management • independent learning rather than teacher-led learning • large lectures off-putting • new learning styles • course choice Generic recommendations • better liaison between schools and universities • study skills should be taught by both subject teachers and specialists • front loading of resources for first years to enable smaller groups Interviews with lecturers Areas of concern • • • • • • • poor skills in Maths poor skills in Science problems in working to deadlines problems with independent learning limited capacity to research beyond the internet poor MT teachers in schools. A level MT does not have a broad enough base of skills Interviews with teachers • league tables mean focus on getting through syllabus content so that students can pass exams • two sets of exams - AS and A2 – cuts down teaching time • massive leap from GCSE to GCE • no time to introduce the kinds of pedagogy that students will encounter at university A new type of student? Mark Bowden - The Sixth Form College Farnborough: Perhaps the most interesting students were those who considered music their main subject but who had never engaged with classical music - these students (by far the majority now) typically played guitar, bass or drums and ran their own bands. They often did more performing than the classical students and were far more interested in current musical issues and contemporary art music. Joss Sanders - Hills Rd Sixth Form College, Cambridge: The Music Technology students tend to be more creative than the classically trained music students Observation of practice in schools and colleges • students well-prepared for their A Level exams - spoon fed? • friendly, informal groups • teacher dependent and teacher led no preparation for independent thinking Curriculum 2000 Music Technology A Level written as part of Curriculum 2000. Exam boards had to adhere to the QCA Subject Criteria. The aims were that GCE should • build on the requirements of the National Curriculum • encourage life-long learning • help HE institutions and employers know what has been studied and assessed Progression to Higher Education is not mentioned Pre-university qualifications 58% - A levels 37% - BTEC National Diplomas Other qualifications included: • Scottish Highers in Music and Sound Engineering • International Foundation Year in Music/Music Technology • Open College Network • GNVQs • HND Percentage of A levels taken according to subject area 63% Arts and Humanities 37% Science A levels PMP Entry qualifications Subject No of students English Music MT Media Business studies Media 8 7 4 4 3 2 MTAS Entry qualifications Subject No of students Maths MT Physics Computing ICT Electronics English Media 5 5 5 4 3 2 2 2 Music outside school 93% of MT students had been involved in extra-mural activity 72% found that it had helped them with their university course Some students blunt about shortcomings of A Level – e.g. ‘Most of the preparation I had was from my own learning because I was interested in music technology.’ University module Extra-mural activity 81% Recording Performing, sound engineering and/or live sound, home studios 61% Audio Technology Professional work, sound engineering and/or live sound, home studios 31% Computer Composition and Sound Design Home studio or performing in bands Multimedia and the Internet Web design Music theory Instrumental lessons Career aspirations of Music and MT students BMus • narrow range of careers (65%) - teach or perform, (15%) ‘Don’t know’ (26%) supplied alternatives • general air of indecision and lack of confidence • uncertainty often linked to idea that teaching second-best to performing Music Technology • wide range of careers • more positive and enthusiastic • clearer and more ambitious ideas Student questionnaires The survey asked students • What attracted you to your chosen course? • Was the course what you expected it to be? If NO, which aspects of the course were not what you expected them to be? • Are there any aspects of the course that you have found difficult? • Are there any aspects of the course that you feel particularly wellprepared for? A comparison was made between A Level MT and BTEC ND in MT What attracted you to your chosen course? Course content (56) Good facilities (22) Good reputation (15) The place (13) The staff (9) Recommendation (6) Is the course what you expected it to be? Course YES Overall MTSD MTAS MT & Pop PMP BA MT 80% 100% 100% 85% 58% 58% If NO, which aspects of the course were not what you expected them to be? Balance of course content • too much that was technical, mathematical or computer based • too little performance and recording Specific modules • Multimedia and the Internet • Audio Technology Are there any aspects of the course that you have found difficult? Module % of respondents Audio technology Music theory OOP CCSD Multimedia and the Internet 40% 23% 17% 13% 7% Are there any aspects of the course that you have felt particularly well-prepared for? Module % of respondents Recording CCSD Music theory Audio technology Performance Multimedia and the Internet 24% 24% 18% 15% 11% 8% BTEC NDs v A Level MT BTEC students are better prepared for MT degrees BTEC students • have more guided learning hours • a wide choice of options • spend much more time in the recording studio • are taught by people from the music industry Upsurge of popularity in MT has meant that • schools often unprepared in terms of staff and equipment • students often left to work on their own and teach themselves A Level MT - over emphasis on sequencing at the expense of sampling and synthesis I have chosen the right course for me MTSD 100% MTAS 95% PMP 69% A new type of student? Mark Bowden - The Sixth Form College Farnborough: Perhaps the most interesting students were those who considered music their main subject but who had never engaged with classical music - these students (by far the majority now) typically played guitar, bass or drums and ran their own bands. They often did more performing than the classical students and were far more interested in current musical issues and contemporary art music. Joss Sanders - Hills Rd Sixth Form College, Cambridge: The Music Technology students tend to be more creative than the classically trained music students