Combining Formal and Informal Approaches to Meet the Challenges of Teaching Music Performance in a Contemporary, Tertiary, Online Environment

Reflecting global trends, music in tertiary institutions in Australia has been in a state of flux for many years. Increasing diversity and numbers of students along with a widening of genres studied and changes to the regulatory environment, have all contributed to this situation. Evolving industry needs and standards indicate students require an increasingly flexible skill base. Furthermore, financial constraints and online learning platforms are changing the way performance in music is taught. In this context, the traditional western individual lesson model of teaching has become less normative, and is increasingly being replaced with a combination of informal learning processes. This article examines the ongoing review and renovation of performance curricula by the University of New England (UNE) in Armidale, New South Wales, Australia in response to the nationwide introduction of central, industry-specific Threshold Learning Outcomes (TLOs) for the Creative and Performing Arts, developed by government, as part of a raft of regulatory approaches similarly applied to other discipline sectors. At the University of New England, informal learning processes are being identified and developed as objectives for the Bachelor of Music to generate dynamic learning in music which is 'practice-led' or informed by professional practices. The combination of informal and formal approaches to teaching is an effective strategy for meeting threshold learning outcomes in a contemporary, tertiary, online environment. Focusing on the performance units within the Bachelor of Music at UNE, this paper examines the way informal and formal processes work together to produce a 'scaffolded learning environment' - one which provides support for students, enabling them to build on prior knowledge and internalise central concepts.