Gemma Marian Carey

Gemma Marian Carey
Griffith University · Queensland Conservatorium

EdD; MMus; BMus

About

28
Publications
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421
Citations

Publications

Publications (28)
Conference Paper
Full-text available
Higher music education has recently increased its focus on preparing graduates for diverse and sustainable careers. This has necessitated an evolution in the approach to instrumental and vocal one-to-one tuition, from traditional instructional models, often referred to as the Master Apprentice model, to ones that are more transformative and prepare...
Article
Full-text available
This paper reports on a multi-institutional project using reflection and collaboration to enable one-to-one music teachers to improve their professional skills and foster deep learning in music students. The benefits of reflection and collaboration in student learning and teacher development are reported on in depth within higher education. Less re...
Article
In comparison with classroom settings that are more accessible to the scrutiny of researchers and institutional monitoring, the one-to-one setting of instrumental and vocal studio teaching has been described as a 'secret garden'. The physical isolation of the music studio has deep roots within the traditions of apprenticeship and embodies aspects o...
Article
This paper reports on first-year conservatoire students’ reflections on their one-to-one performance learning through a reflective journal. One-to-one lessons have been a central part of the education of performing musicians, although their place in the twenty-first-century conservatoire is not beyond challenge. Recent research has indicated that t...
Article
Full-text available
Over some decades now, education scholars have clearly delineated the characteristics of transformative pedagogy (student-oriented, flexible, responsive, explorative, context-rich), and have equally clearly and convincingly argued for the potential of this approach to improve learning outcomes in students. With the attention of music education scho...
Article
Full-text available
This paper explores teachers’ and students’ perceptions of one-to-one pedagogy, in the context of tertiary vocal and instrumental tuition. Teachers and students at one Australian conservatoire participated in interviews and focus groups that explored their experiences and perceptions on the nature, value, effectiveness and challenges of one-to-one...
Chapter
There are a number of implications of recent imperatives in the Australian higher education sector to ensure that all institutions offering coursework degrees have clearly defined graduate learning outcomes, mapped against individual units of study. The implications in terms of providing evidence that graduate learning outcomes have been met presen...
Chapter
Full-text available
Scholars continue to identify and describe various concerns about traditional approaches to one-to-one learning and teaching of music. These include the limited adaptability, relevance, and generalisability of the learning that often takes place (e.g., Mills, 2002; Carey & Grant, 2014); student submissiveness and dependence, teacher dominance, and...
Conference Paper
This paper focuses on the progress and findings of the Assessment in Music (AiM) project. It addresses the alignment between learning and assessment by exploring the nature of academic standards as they are applied in higher music education across Australia. Funded by the Australian Government’s Office for Teaching and Learning (OLT), the project t...
Article
Full-text available
Research into pedagogy in the context of instrumental and vocal tuition is, by its nature, limitless, as teachers constantly seek improved ways to support and develop their students' learning. Drawing on the literature as well as qualitative and quantitative data from a project underway at one Australian tertiary music institution, this paper chall...
Article
Full-text available
Despite the significant recent growth in research relating to instrumental, vocal and composition tuition in higher education, little is known about the diversity of approaches that characterise one-to-one teaching in the Conservatoire, and what counts as optimal practice for educating 21st-century musicians. Through analysis of video-recorded one-...
Article
Full-text available
This article outlines the approach used to develop a scheme to characterize the nature and quality of specific practices of one-to-one teaching, selected on the basis of their potential significance to the development of student performance. Although the value of one-to-one teaching remains largely unchallenged at the conservatoire level, music ins...
Article
Participation in an ensemble is a significant aspect of tertiary music experience. Learning and assessment practices within ensembles have rarely been investigated in Australia and the perceptions of staff and students as to how they learn and are assessed within ensembles remain largely unexplored. This paper reports on part of a larger project th...
Conference Paper
Full-text available
This paper focuses on the alignment between learning and assessment. The Assessment in Music (AiM) project, funded by the Office for Teaching and Learning (OLT), is engaged in the processing of mapping assessment practices to the Creative and Performing Arts (CAPA) Threshold Learning Outcome statements (TLOs) in tertiary music programs. The project...
Article
In 2010, the authors conducted a formal review of the Queensland Conservatorium’s Bachelor of Music programme to determine to what extent the programme prepared graduates for professional life in the 21st century. The process was informed by comprehensive performance indicator data and substantial feedback from staff, students, and other stakeholde...
Article
Full-text available
As the range of experiences offered by conservatoires expands to serve an increasingly diverse student cohort, it is no longer reasonable to assume that all students will fit neatly into the traditional expectations of institutions. In the 3P model of learning, the prior learning of students is one of the presage factors that interact with process...
Article
Tertiary music studies have come under little scrutiny since the establishment of the conservatoire in the mid-nineteenth century. The master-apprentice model and lecture-based paradigms have undergone cosmetic alteration with the advent of the digital age, but the basic premise of a learning process that accepts a recognised performer-teacher mode...
Article
The accomplishment of excellence in performance has been the unequivocal goal and most highly valued measure of success in conservatoires. The master/apprentice model of teaching has traditionally been regarded as the sole way of achieving this. More recently however there has been much debate about the need to consider more innovative pedagogy in...
Article
Full-text available
This paper takes up the challenge of Erica McWilliam's recent call for educators in general to focus on the importance of 'unlearning'as well aslearning and thence applying this challenge to teaching in the Conservatoire. It does so by indicating what the value and limits are of traditional pedagogy in the Conservatoire. For young people who will i...
Article
Full-text available
In current times, issues of curriculum relevance are driving a raft of reforms and reviews in higher education. The unmet needs of students in terms of employment outcomes, particularly in the area of the performing arts are increasingly a matter of concern. For tertiary music training institutions, the need to attach greater importance to student...
Article
Full-text available
This paper arises from collaboration between colleagues at ISME's Commission for the Education of the Professional Musician 2006, in which we seek to understand the learning of music students in different contexts and how tertiary education can best prepare students for a career in music. The research is based on Learning to Perform, a four-year pr...
Article
Full-text available
Despite its relatively short history in Australian musical academia, a recent survey indicates that over half of Australian music institutions now offer Keyboard/Vocal/Instrumental Pedagogy as a formalised course in their institution at either Undergraduate level or Post-graduate level. While it is clear that the imperative to raise the standard of...
Article
Full-text available
Student performance matters. While this is true across the entire spectrum of education, it is especially true for Conservatoire students. The ability to triumph in performative events - recitals, concerts, competitions – is the unequivocal marker of an excellent Conservatoire student, and by implication, the marker of excellent teaching of that st...

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Projects

Project (1)
Project
The Creative Workforce Initiative seeks to understand creative workers and their practice. The initiative is hosted at Curtin University in Perth, Wester Australia. Associates are located in Europe, the US, Canada, Malaysia and Australia. Current projects include an ARC with Griffith University, an international study of women composers, and career profile development for higher education students.