Taxi

On this annual EAAE meeting I would like to talk about and explain an initiative that has been taking place on our campus for three academic years now because I think it fits the theme of the EAAE meeting 2019 ‘Hidden School’ so well and is worth mentioning because it might inspire other European Architectural Institutes to organize a similar event. It is so easy to do and we notice it has meant so much to our students already. It is called TAXI. TAXI — phonetically the same in every language — is an ephemeral drive to any destination, taken from point A to B, driven by a myopic view ignoring the whole. Through specific focus a guest will take us on a tour with insights that are possibly fun, serious or interesting. This weekly-Thursdaysmidday gathering intends to expand or explore anybody’s frame of reference. The weekly (really meaning weekly...) TAXI, a collaboration with student association Modulor, contributes to broadening and deepening the frame of reference of the students by inviting guests (teachers, students, international relations...) to come and talk briefly, not about their work, but about their own fascinations and inspiration. The initiative resulted from a team meeting of our Architecture department: one of the studio teachers mentioned the systematic lack of reference framework among students. I responded that maybe it was up to us, professors, to show them some examples of what we mean by that. Together with young studio teachers Steven Schenk and Wannes Peeters we brainstormed about a suitable format to do so.

Assessment in the Applied Studio in Higher Education

This chapter outlines the various lines of inquiry and research about assessment in the applied studio and makes recommendations for further research. It comprises three sections: the first focused on briefly defining the applied setting, the second on assessment of musical learning in the applied studio, and the third section on the assessment of teaching in the applied studio. The chapter explores previous research literature and illustrates the need for further work. It will be relevant for musicians preparing to become applied studio teachers, current applied studio teachers, and administrators seeking to evaluate the work undertaken in applied studios.

Music Program Alumni’s Perceptions of Professional Skills, Abilities, and Job Satisfaction: A Secondary Analysis of the 2011, 2012, and 2013 Strategic National Arts Alumni Project (SNAAP) Survey

The purpose of this study is to compare music studio teachers’ ( n = 622) and K–12 music teachers’ ( n = 976) perceptions of the extent to which their postsecondary education helped them develop selected professional skills and abilities, perceptions of how important those same selected skills and abilities are for teaching, and job satisfaction. Data are from the 2011, 2012, and 2013 administrations of the Strategic National Arts Alumni Project survey. Respondents indicated the following skills were very important to their work: relationship building (Studio: 81.3%; K–12: 75.7%), leadership skills (Studio: 71.6%; K–12: 89.3%), project management (Studio: 65.1%; K–12: 74.8%), persuasive speaking (Studio: 63.4%; K–12: 74.2%), clear writing (Studio: 51.5%; K–12: 63.4%), creative thinking (Studio: 88.7%; K–12: 91.4%), taking feedback (Studio: 78.8%; K–12: 81.2%), broad knowledge and education (Studio: 80.1%; K–12: 91.0%), and critical thinking (Studio: 64.3%; K–12: 76.4%). Fewer than 50% of respondents felt their institutions had helped them develop project management, persuasive speaking, clear writing, and critical thinking skills. The most substantial differences were financial, business, and entrepreneurial skills, indicating that studio teachers perceive these skills as important to their work. Studio teachers were less satisfied with job security but more satisfied with work-life balance than K–12 teachers.