AN EXPLORATION OF ENTWISTLE’S LEARNING TYPOLOGIES IN APPLICATION TO POPULAR MUSIC VOCAL ASSESSMENT IN HIGHER EDUCATION
Popular Music (PM) vocalist’s understanding of deep learning is not a thoroughly explored area. This paper revisits Entwistle’s (1993) identification of student learning typologies and looks to explore the various learning styles as well as demonstrating how this can be observed within a PM vocal pedagogical framework in Higher Education (HE). It will investigate the four learning types (deep, surface, strategic, and apathetic) and apply these to an HE environment for vocals.
The macro lens of this paper was extrapolated from a forthcoming thesis (Mawby 2020) exploring the issues and challenges in PM performance assessment. This presentation will apply Entwistle’s learning typologies and scrutinise this process through a micro lens of the vocal discipline. The engagement of students in HE is a key area of discussion outlined in this paper, as the nature of vocal pedagogy proves to differ from other musical disciplines.
Continuing the focus on HE, the facilitation of learning in this context highlights that not all students approach the deep level of learning which is thought to be the ‘model student’ (Entwistle, 1993). Therefore, this paper poses three key questions:
- How do we support PM vocalists in identifying their learning typologies;
- How do we approach their learning styles to enhance their student experience; and,
- How do we encourage our students to learn how to adapt their learning approach, especially those who learn strategically and are able to achieve deep learning if the parameters change?
This paper will look to identify the differences between one-to-one tuition and group tuition within the context of Popular Music in Higher Education. It will then explore adaptability between these two contexts, when budget and time does not allow for concentrated study.
Entwistle, N. (1993) Recent Research on Student Learning and the Learning Environment, Birmingham: paper presented to the conference of the Standing Conference on Educational Development.
Mawby, (Forthcoming 2020) Issues and Challenges in the
Assessment of Popular Music Performance within the UK HE Music Sector. (MPhil Thesis). University of Salford. Manchester. United Kingdom.
Rosario Mawby BA (Hons), MA is a performer, vocal coach, musical director, entrepreneur, and lecturer. She undertook an MA in Performance at Leeds College of Music and has recently completed an MPhil in music, specialising in Issues and Challenges in the Assessment of Popular Music Performance within the UK HE Music Sector at the University of Salford. She is currently the Deputy Programme Leader for the BMus Popular Music Performance programme at the Institute of Contemporary Music Performance specialising in performance, musicology, and voice.
In her industry practice she has been privileged enough to work alongside and support various artists and musicians. These include; Ian Matthews (Kasabian), Charlie Dore (‘Ain’t No Doubt’), Neil Fairclough (Queen), Ella Shaw (Britain’s Got Talent). She co-runs BMusical, a company designed to support and nurture early-career musicians as well as providing safe environment for graduates to work within alongside professional musicians. The company sets high professional standards and provides top quality entertainment to suit all musical needs. She is a current member of the British Voice Association’s (BVA) education working party committee and has organised national educational events. She has written an article for the BVA, published in October 2015, and is also on the Editorial Board of the Musicology Research Journal.