An important part of the process that enables us to improve ourselves as musicians in I n t r o d u c t i o n This is a study into group-work rehearsing of popular music students in rock bands, with a focus on their personal attributes in rehearsal. It explores how group members might develop a greater awareness of themselves, as they rehearse, through the use of students' personal attributes as peer assessment criteria. Following a brief survey of the relevant literature, this paper describes the development of a peer assessment project and participants' responses to it. A four-stage process model for peer assessment is proposed for group rehearsing, together with a consideration of the moral issues that

There has been little published pedagogical research on popular music group rehearsing. This study explores the perceptions of tutors and student pop/rock bands about the rehearsals in which they were involved as a part of their university music course. The participants were 10 tutors and 16 bands from eight British tertiary institutions. Analysis of participants' interview responses suggested their perceptions could be grouped into three over-arching categories: operational mechanics of rehearsing: rehearsing activities; and group dynamics in the rehearsal. These categories, comprising a master list of twelve themes, are used to provide a basis for establishing twelve pedagogical guidelines for tutors involved in undergraduate pop/rock band rehearsal activities. Abstracted from the research are two illustrative pedagogical models, which are offered as suggestions for practice and further debate.

Over the past few years, instrumental performance has been subject to considerable research in this journal and elsewhere. A great deal of this research has concentrated on the practice strategies and individual lessons, which most students undertake in preparing as performers. Little has been done on raising standards of performance on a larger scale within the context of a large music department. This article describes the outcomes of a two-year programme undertaken with undergraduates at Barnsley College. It looks speci®cally at the scope for curriculum changes over that period and the way the various individual aspects of performance lessons are brought together through a weekly class which focuses on the demands of a public performance and the strategies required to prepare for that event.

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