Expanding the Master–Apprentice Model: Tool for Orchestrating Collaboration as a Path to Self-directed Learning for Singing Students

This chapter argues that wider adoption of self- and peer-assessment in higher music education would enhance the development of collaborative learning and produce the numerous benefits associated with the mode of learning. It explores the notion of constructive alignment and the kinds of assessment practices that may be appropriate for collaborative learning activities. The chapter addresses some of the issues relating to the implementation of collaborative learning and assessment projects, using an Australian Bachelor of Popular Music (BPM) programme as an example of constructively aligned assessment contributing to collaborative learning abilities. Incorporating as much as possible of the process of popular music learning was a fundamental design consideration in the BPM programme. However, proactive use of formal self- and peer-assessment can greatly enhance the development of self- and peer-assessment skill and so improve the learning outcomes of collaborative learning environments.