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Graduates from portfolio music careers perform and teach, shaping local scenes while being shaped by repertoire choices and course design. Using inductive thematic analysis, the study investigates AQF7 CPM guitar programs through surveys and interviews with students, alumni, and educators, plus analysis of unit materials and student/graduate artefacts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-ripple-effects-of-pedagogies-and-curriculum-in-australian-tertiary-music-education/593931/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-ripple-effects-of-pedagogies-and-curriculum-in-australian-tertiary-music-education/593931.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research question does the paper address?","Question",{"text":112,"@type":113},"How pedagogical practices and curriculum content in CPM courses influence graduates’ performance practices, and how graduates in turn influence the local music communities where they perform and teach.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research data collected?",{"text":117,"@type":113},"Through online surveys and interviews with Australian AQF7 CPM students (n=41), alumni (n=38), and educators (n=37), alongside analysis of unit descriptors, unit outlines, and student/graduate guitar artefacts.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the analysis find about curriculum design and structure?",{"text":121,"@type":113},"There is little consistency across AQF7 CPM courses, with a broad range of pedagogical approaches, including conservatoire-style one-on-one tuition in some courses and very different structures in others.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593931,1792165173,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","The ripple effects of pedagogiesand curriculum in Australian tertiary  \na u s t r a l i a n  \na  \ns o c i e t y  \ns  \nf o r m u s i c  \nm  \ne d u c a t i o n  \ne  \ni n c o r p o r a t e d  \ncontemporary popular music guitar education  \nDaniel Lee and William Baker  \nFaculty of Education, University of Tasmania,  \nNick Haywood  \nConservatorium of Music, University of Tasmania  \nAbstract  \nResearch suggests graduates from music courses in Australian tertiary institutions typically undertake portfolio careers that include a combination of performing and teaching. Both of these activities could have ongoing artistic ripple effects on the musical communities the graduates inhabit. This paper reports on a qualitative post-graduate research study using Inductive Thematic Analysis to address the question: How do the pedagogical practices and curriculum content of Contemporary Popular Music (CPM) courses influence their graduates’ performance practices and how, in turn, do the graduates influence the local music communities in which they perform and teach? With a specific focus on tertiary CPM guitar programs the study investigated how graduates are being influenced by Australian and non-Australian content, in the form of repertoire for ensembles and recitals, and course design. Also, how they are, in turn, influencing the local music communities through their activities. The sample for this research included current students, alumni and educators of Australian Bachelor level CPM courses. The British Invasion and the influence of the Afro-American Blues have hada lasting impact on Australian popular music. The study was designed to investigate if the pedagogical practices and curriculum content of Australian CPM courses intentionally continue to embrace this historical phenomenon, or if new advances in tertiary music education are creating new waves with further ripple effects.  \nKeywords: Contemporary Popular Music, Guitar Pedagogy, Australian Tertiary Music Education  \nIntroduction  \nThe incoming floodwaters of twenty-first century music marketing via online tools, including downloads and streaming, have the potential to provide new modes of global cultural influenceson the music produced by the next generation of musicians. Online resources for music education and the use of online pedagogical practices may also be having a similar effect. Students of music in any part of the world can now quickly and easily access music from any other part of the world and be influenced by the wide range of musical cultures globally present (Barton 2018). This digital age cultural melting pot may have many positive outcomes unforeseen by previous generations. However, it also has the potential to  \ncause localised music sub-cultures and microcommunities to lose their unique characteristics as they are diluted by the global floodwaters.  \nThis is seen as a real problem in cultures feeling overwhelmed by Westernisation (Otchere, 2015; Shah & Saidon, 2017) and culturally sensitive music education is seen as one method of ensuring local cultural flavours are sustained (Musaeva, Ching & Augustine, 2017; Putipumnak, 2018). A similar effect may also be occurring on the development of Australian music sub-cultures by curriculum content and pedagogical approaches used in Australian music education (Lee, 2018).  \nThis article investigates the educational practices and music content in Australian tertiary Contemporary Popular Music (CPM) guitar programs to see what ripple effects they are having  \n58 52(2)  \non the local music communities their graduates inhabit. The primary research question is: How do the pedagogical practices and curriculum content of Contemporary Popular Music courses influence their graduates’ performance practices and how, in turn, do the graduates influence the local music communities in which they perform and teach? The primary data collection was conducted via online surveys and interviews of students (n-41), alumni (n- 38) and educa","cbCaieWD5pbQqEHk","https://ap.wps.com/l/cbCaieWD5pbQqEHk","pdf",233714,15,"English","# Introduction\n# Literature review\n# Curriculum design and pedagogical practices\n# Curriculum content and cultural relevance\n# Research method and data analysis","[{\"question\":\"What research question does the paper address?\",\"answer\":\"How pedagogical practices and curriculum content in CPM courses influence graduates’ performance practices, and how graduates in turn influence the local music communities where they perform and teach.\"},{\"question\":\"How was the research data collected?\",\"answer\":\"Through online surveys and interviews with Australian AQF7 CPM students (n=41), alumni (n=38), and educators (n=37), alongside analysis of unit descriptors, unit outlines, and student/graduate guitar artefacts.\"},{\"question\":\"What did the analysis find about curriculum design and structure?\",\"answer\":\"There is little consistency across AQF7 CPM courses, with a broad range of pedagogical approaches, including conservatoire-style one-on-one tuition in some courses and very different structures in others.\"}]","The Ripple Effects of Pedagogies and Curriculum in Australian Tertiary Music Education | PDF",1792078203,38]