ABSTRACT
The programme designers were able to incorporate an ethos of participatory and collaborative learning in programme delivery. Collaborative learning was established from the outset of the Scottish Music programme. Various facets of idiomatic collaborative practice manifest themselves in the programme's band work, and are exposed to scrutiny and reflection: group dynamics, musical leadership, teamwork, negotiation and resolution of artistic differences, and performance practices such as the use of prompts and gestures. Traditional music's informality often masks an implicitly robust system of rules, expectations and etiquettes, such as eye contact with a group leader, active listening, rigorous preparatory work, attention to detail and memorization of repertoire. The BA Scottish Music Guide to Professional Practice tackles the problems that were identified in the review and, for the first time in the Scottish Music programme, articulates formally and explicitly what is expected of students in a traditionally informal collaborative learning context.
