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A quantitative assessment of students’ experiences of studying music: a Spanish perspective on the European credit transfer system (ECTS)

Published online by Cambridge University Press:  09 May 2012

José-María Esteve-Faubel ,
Jonathan Stephens  and
Miguel Ángel Molina Valero
José-María Esteve-Faubel*
Affiliation:
Faculty of Education, University of Alicante, Carretera San Vicente del Raspeig s/n – 03690 San Vicente del Raspeig, Spainjm.esteve@ua.es, ma.molina@ua.es
Jonathan Stephens
Affiliation:
Department of Music School of Education, University of Aberdeen, MacRobert Building King's College, Aberdeen AB24 5UA, UKj.p.stephens@abdn.ac.uk
Miguel Ángel Molina Valero
Affiliation:
Faculty of Education, University of Alicante, Carretera San Vicente del Raspeig s/n – 03690 San Vicente del Raspeig, Spainjm.esteve@ua.es, ma.molina@ua.es
*
Correspondence to José-María Esteve-Faubel
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Abstract

The purpose of this investigation is to evaluate whether or not the allocation of time proposed in the Music Study Guide, adapted from the European Higher Education Area (EHEA) guidelines, is consistent and adequate for students with minimal musical knowledge. The report takes into account the importance of students’ previous knowledge and the relation this has to the time and effort expended by students in acquiring appropriate knowledge and skills. This is related also to the adequacy of the course specification to meet the demands of university study and the labour market. Results show that those students who enrolled at university without any previous musical knowledge are likely to experience significant difficulty in the acquisition of certain musical and professional competences. This highlights a need to reinforce the music curriculum, or establish zero-level courses, in order to enable such students to succeed in the subject.

Type
Research Article
Information
British Journal of Music Education , Volume 30 , Issue 1 , March 2013 , pp. 59 - 84
Copyright
Copyright © Cambridge University Press 2012

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