Colloquy education12/20/2023 The oral assessment experience which we detail below reinforces the professional musician’s need to think and to communicate effectively in the language of the discipline: to engage a work of music efficiently, identify and articulate its salient features, perform it individually and collaboratively, and understand its place within the broader landscape of musical literature. Our students now engage scores-the primary materials of the discipline-from Day 1, as class time is dedicated to uncovering musical concepts directly from the repertoire and developing score-reading fluency. Today’s student learners hunger for experiential learning environments which offer real-life problem-solving scenarios through which to acquire, implement, and sharpen professional skills. Chief among these, we believe, are textbooks, workbooks, and written exams. In 2015, we implemented oral unit exams as part of a wholesale revision of our four-semester undergraduate music theory sequence intended to remove artificial impediments to the learning process. Still, a number of recent pedagogy studies demonstrate the feasibility and educational benefits of oral examination in undergraduate programs ( Asklund and Bendix 2003 Cantley-Smith 2006 Clouder and Toms 2008 Huxham, Campbell, and Westwood 2012 Iannone and Simpson 2012 Singh 2011 Thomas, Raynor, and McKinnon 2014). Application of oral examination within undergraduate curricula is much less common ( Symonds 2008 Huxham, Campbell, and Westwood 2012). While instructors are undoubtedly familiar with oral examination, or viva voce, their experience with it is likely limited to the qualifying and defense processes with which graduate studies culminate. It is perhaps a bit ironic that, in an e-journal dedicated to innovative teaching strategies, the authors of this essay promote a centuries-old form of assessment. Stutes, Wayland Baptist University The Colloquy: Introduction and Philosophy Decolonization: Indigeneity, Education & Society, 4(1), 21-40.The Undergraduate Student-Faculty Colloquy: Cultivating Disciplinary Authenticity through Formative Oral Examination Mapping interpretations of decolonization in the context of higher education. Andreotti, V., Stein, S., Ahenakew, C., Hunt, D.Decolonization: Indigeneity, Education & Society, 1(1), 1-40. Methodology: An approach to develop the capacity to sit with the tensions, complexities, and contradictions that emerge when engaging with difficult material related to decolonization Andreotti has recently accepted the appointment to serve as Dean, Faculty of Education at the University of Victoria and will share elements of her recent presentation for the position of Dean.īy the end of this session, our hope is participants have a better understanding of the landscape of decolonization and possibilities for integrating perspectives into teaching spaces. She was inducted into the Royal Society of Canada’s College of New Scholars, Artists and Scientists in 2019. She holds a Canada Research Chair in Race, Inequalities and Global Change and is the interim director of the Peter Wall Institute for Advanced Studies. ![]() Andreotti is a full professor at the Department of Educational Studies at UBC. Vanessa Andreotti (she/hers) joined us to facilitate a discussion on the complexities, challenges, and opportunities of engaging with decolonial perspectives in higher education. What are the commonalities and differences between interpretations of the term? How does decolonization relate to our teaching? And where do we even start? The term decolonization is used more and more in higher education, but has different meanings for different people and groups. This year’s colloquy was held on Friday, June 24 th from 9:30am to 12:00pm
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