ABSTRACT
This chapter explores the use of criteria-based or holistic marking schemes in response to the challenges. Musical leadership skills are often linked to cross-genre, cross-cultural, cross-media and education and community contexts as well. The modules featured in every year of studies at BMus and MMus levels and involved a developing process of reflective evaluation of ensemble learning, leadership skills, placements in education, community and collaborative projects and the leadership of a personal project. In preparation for undertaking the task, students were given nine 90-minute seminars on leadership skills training, which included practical skill development and some limited non-practical teaching. Associated tasks feature in performance courses in other disciplines but little is written about the development of leadership skills in music performance courses. Leadership training can give students the ability to direct and problem-solve in collaborative music-making with others across genres, media, cultures and in education and community contexts.
