Towards an innovative, bespoke pedagogy to enhance the delivery of Higher Popular Music Education in the UK: a focused, single-institution study
Creators: name: Richardson, Susan Jane
Publisher: name: University of Surrey
Year: 2024

description: Popular Music Education (PME) undergraduate courses have continued to expand in the UK over the last 20 years, with the most rapid development occurring in the private sector at institutes such as BIMM (at the time, the British and Irish Modern Music Institute). There is a tension between how PME sits at the edge of traditional academia, with its vocational approach, and its large body of widening participation students (Cloonan, 2005). This thesis examines the gap this creates, with a particular focus on the requirements of the teachers, who have a strong industry identity with often little academic or teaching background. Furthermore, it seeks to understand the problems which can occur arising from students’ lack of skills required for academic study and their levels of engagement, and considers the role of the teacher in supporting student success. <br>
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description: Data was obtained through teacher and student surveys plus teacher interviews at BIMM. Using this data, I explored the creation and implementation of a pedagogical model (Musostudy) aimed at improving student success in Higher Popular Music Education (HPME) in the UK. The central principle of this model is to enable students’ module mastery, achieved through embedding engagement and study skills activities and regularly addressing the module assessment in sessions. This research will provide insights, ideas and resources for teaching staff within BIMM to improve students’ study and ultimately help them to be aware of and achieve student success. These suggestions are also relevant to all vocational, creative arts education.<br>
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description: Chapter 1 of the thesis gives an overview of the research topic, explaining the background to the study and exploring the state of HPME and the tensions therein, with a focus on BIMM. It also reviews the literature on mixed methods methodology to prepare for the use of these methods in subsequent chapters, and, finally, it sets out the research objectives, and outlines the chapters. A literature review in Chapter 2 draws on previous research to establish the need for a bespoke pedagogy, looking at student success, teacher identity and communities of practice. <br>
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description: Chapters 3, 4 and 5 address the three research studies. Chapter 3 presents the pilot study, investigating teachers to establish their concerns with regards to learning and teaching, and considering how this might inform the development of a new pedagogic model. Chapter 4 covers the development of the model and its companion handbook, and the Implementation Study, comprising exit interviews with three teachers after they had used Musostudy. Chapter 5 presents the findings of a Concluding Study, undertaken to understand the difficulties that arose during the Implementation Study concerning the uptake and implementation of the model. It considers how teachers respond to using a model for student success and how this may best be implemented. Chapter 6 proposes recommendations for the continued use of Musostudy to support and develop teaching in HPME. It revisits the research questions in light of the preceding studies, as well as considering the limitations of the research and discussing recommendations for the future.<br>