ABSTRACT
A wide range of tertiary institutions offer popular music curricula, from those with well-established Western Art music traditions, through to those specifically focused on popular music education. The chapter presents the concept of parallel, series and integrated models as a way of understanding how popular music has entered the tertiary music environment. Examples from within the Australian tertiary sector are presented for each model, from Queensland Conservatorium Griffith University, Queensland University of Technology, Australian National University and University of Newcastle. The chapter identifies some recurring themes resulting from the parallel, series and integrated models, including the effect of institutional transitions and competition, the influence of faculty member expertise, approaches and conceptions of music practice and assessment, and responses to changes in the music industry and professional careers of musicians. Faculty member background and experience often has a distinct influence on how popular music education is incorporated into tertiary institutions.
