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Abstract

Experiential education is defined by Luckman (1996) as a “process through which a learner constructs knowledge, skill and value from direct experience” (p. 7). Such a process of practical engagement, with concepts and skills in selected and guided experiences, supported by reflection, critical analysis and synthesis, is applicable to any discipline. This article considers an experiential program in music education at postgraduate level. As part of the Master of Education (Music Education) degree, offered by Monash University (Australia) by flexible mode, students could take a European Perspectives on Music Education (EPME) course, the final assignment of which could take the form of a reflective journal compiled during a three-week European tour. This demonstrates that experiential programs are appropriate at all levels of education and disciplines.

Keywords

Experiential Education Music Tertiary Reflective journals

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Seeing the Big Picture: Experiential Education in Tertiary Music Education

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