The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Project-based learning: a review of the literature Defining characteristics of project-based learningProject-based learning is a student-centred form of instruction which is based on three constructivist principles: learning is context-specific, learners are involved actively in the learning process and they achieve their goals through social interactions and the sharing of knowledge and understanding (Cocco, 2006). It is considered to be a particular type of inquiry-based learning where the context of learning is provided through authentic questions and problems within real-world practices (Al-Balushi & Al-Aamri, 2014) that lead to meaningful learning experiences (Wurdinger, Haar, Hugg & Bezon, 2007). Blumenfeld, Fishman, Krajcik, Marx and Soloway (2000), for example, described the process of projectbased science as follows:'The presumption is that students need opportunities to construct knowledge by solving real problems through asking and refining questions, designing and conducting investigations, gathering, analysing, and interpreting information and data, drawing conclusions, and reporting findings' (p.150).Project-based learning as a form of instruction has clear connections with other pedagogical approaches, such as problem-based learning among others (Helle, Tynjälä & Olkinuora, 2006). The focus in both is for participants to achieve a shared goal through collaboration.In their engagement with a project, students can encounter problems which need to be addressed in order to construct and present the end product in response to the driving question. The main difference between the two is that, whereas students in problem-based learning are primarily focused on the process of learning, project-based learning needs to culminate in an end product (see also Blumenfeld et al., 1991). Project-based learning has also been compared with other pedagogical practices such as experiential or collaborative learning. As Helle et al. (2006) argue, project work is a collaborative form of learning as all participants need to contribute to the shared outcome and has elements of experiential learning with active reflection and conscious engagement rather than passive experiences being essential. This study focuses on a review of the relevant literature on project-based learning as defined above looking at relevant studies internationally that seek to evaluate benefits to learning. It concludes with six key recommendations considered to be essential for the successful adoption of a project-bas...

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Due to the common and undesirable effects of 'stage fright' among performing musicians, the current study has been undertaken to re-examine the issue of performance anxiety among second-and third-year vocal studies students taking their mid-year examinations at the Guildhall School of Music in London. The results reveal females to be more anxious compared to the norms regarding anxiety both as a personality trait and as a state condition during the anticipation of a jury situation. In addition, the study confirms the suggestion in the literature that a proportional relationship exists between the trait and state aspects of anxiety, where state anxiety levels get higher as trait anxiety increases and vice versa. Regarding the students' achievement as indicated in their final marks, it has been shown that not only will the more advanced musicians, in terms of training and experience, perform better under anxious conditions but they also benefit from their higher levels of pre-performance anxiety.

This study aimed to assess the perceived impact of young people's active engagement in ensemble music making. Sixty-two non-music university students were asked to report on the impact that their participation in music making had on their lives. The data were analysed using Atlas.ti software. There was a reported positive impact on social, musical and personal skills. Students' comments on the social benefits they gained from music making were mostly associated with their enjoyment of interacting with like-minded people in a friendly and relaxing environment. The development of musical skills was particularly valued as a significant benefit of making music in groups. The most important finding was the perceived impact of music making in students' personal lives in both the short term and long term. Alongside those perceived benefits, some challenges to ensemble music making were expressed. These are presented and discussed in terms of their practical implications. The case of a single mother that presented particular interest regarding her experiences in a popular band is also reported in a separate sub-section. A comparison is finally drawn with music students' perceptions of participative music making.

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