Developing A Busking-Based Teaching Model for Performance Skills in Higher Education: A Structured Expert Consensus Approach
Abstract
In higher education, the development of performance skills requires a structured approach that integrates both technical proficiency and non-musical competencies. However, there is a lack of pedagogical models that systematically address these aspects, particularly in the context of busking as a teaching method. This study aims to identify and prioritize the key elements of a busking-based teaching model for performance skills development in higher education. Using the Nominal Group Technique (NGT), a panel of nine experts reached a consensus on 24 essential elements, ranked based on their significance in structuring a busking-based learning framework. The findings reveal that group performance, technical setup, financial management, and audience interaction are among the highest-priority elements. The structured prioritization ensures a progressive learning approach, guiding students from preparation to real-world performance execution. This study contributes to music education by introducing a validated model that supports the development of both musical and non-musical skills, equipping students with the necessary competencies for success in the evolving music industry.
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