ABSTRACT
Undergraduate music programs are constantly undergoing rethinking and change. In 2009 the undergraduate Contemporary Music degree at Southern Cross University (SCU) underwent a major course review. This degree had been based on the conservatory model of one-to-one tuition in five instrumental studios. This chapter reports on the facilitation of the PDP, its immediate outcomes, and responses to the research questions that emerged from the process. Rather than the one-to-one master-apprentice tradition, pedagogical models need to align with the professional demands and performance models required by the twenty-first century music industry. Ensemble classes are a particularly beneficial example of contemporary, industry-related learning environments. While university education is the pinnacle of institutionalised learning, it is an alarming fact (of itself) that in Australia while academic qualifications are required for appointment to the position of university lecturer, no formal teaching qualifications are necessary for instrumental teaching.
