ABSTRACT
This chapter explores the unique nature of the teaching, the learning and the assessment on the music pathway of the BA (Hons) Creative Expressive Therapies, in the Department of Therapeutic Arts at the University of Derby. It presents the discussions around how processes of development, transformation and reflection are integral to a student’s education in the creative arts, health and wellbeing sector(s), and how new social-media-based approaches to autoethnography can help. The chapter considers the pros (and cons) of assessing the compositional and autoethnographic work of music students through anthropological viewpoints of creativity, educational development and personal transformation. The significance of a reflective, autoethnographic approach can be reinforced or underpinned by ethnographic method, moving towards an increasingly ethnomusicological design. Using sites such as Facebook, Twitter, YouTube, Instagram and Vimeo not only encourages new ways of presenting ‘process’ through different multimedia, but it also reaches out to a wider online audience.
