Needs Analysis for A Busking-Based Teaching Model in Higher Education in Malaysia
Abstract
Busking, conventionally recognized as a form of street performance, serves as an experiential learning approach that enhances performance skills in higher education in Malaysia. Unlike conventional staged performances, busking immerses musicians in unpredictable environments, fostering adaptability, audience engagement, and entrepreneurial skills. Despite these benefits, its role in structured academic programs remains underexplored, as Malaysian music curricula predominantly emphasize technical proficiency within controlled settings. This study employs McArdle’s (1998) Needs Analysis Model to assess the necessity of a busking-based teaching model by identifying gaps in conventional performance education. Using semi-structured interviews, document analysis, and observations, data were collected from lecturers and students in Malaysian higher education music programs. Findings highlight critical shortcomings in real-world adaptability, performance confidence, and self-promotion skills. Both lecturers and students recognize the need for an integrated teaching model that balances technical proficiency with practical, audience-centered experience. The study underscores the necessity of a structured busking-based teaching model to bridge these gaps, enhance both musical and non-musical competencies, and better prepare students for sustainable careers in the music industry. The findings contribute to the advancement of performance education by integrating real-world applications with formal music training, ensuring students develop both artistic and professional competencies.
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References
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