The following students of Creative Musicianship 3, which is one of four mandatory "Creative Musicianship" courses in the Bachelor of Music, are unsatisfied with the teaching and structure of this course. We are unable to receive the support and proper teaching to learn the course content; there are unrealistic expectations of workload and limited help and explanation from the academic staff. Please sign this petition if you believe that there should be a change to the course structure Creative Musicianship 3 and the other components of Creative Musicianship.

Problems with the course:

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- 30 minute theory lecture per week is not sufficient

- Aural test consists of material we have not covered in class

- Poor explanation of concepts in Aural

- Lack of support for struggling students

- Assumed knowledge not indicated in course outline

- No division between Jazz and Classical Aural (Aural is taught in relation to classical theory concepts immediately disadvantaging jazz students e.g.. figured bass, chord names, subdominant terminology and function)

- Focus on quantity of material covered rather than quality of learning in Aural

- Lack of office hours and opportunities for help in Aural (teacher reluctant to give extra time to students in need of help)

- No extension work or opportunities for advanced students

-Unrealistic demands and work expectations (given the university guidelines of 12 hours per week recommended workload per 6 unit course)

- Unprofessional teaching

-No transparency with grading system or feedback (Aural teacher is reluctant to give percentages and is late returning grades)

- Competitive culture in Aural supported by teacher (students feel uncomfortable and anxious in classes and assessments)

- Drastic change of course content from year to year

- Enrolments are going down and people are actively not doing music degrees due to the nature of this course alone

This petition demands the following reforms:

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- Division between Classical and Jazz Aural classes OR Aural taught from a broad perspective independent of genre-specific knowledge

- Focus on quality of teaching and explanation of content

- Professional and flexible teaching methods

- More practise exams actually relating to assessment material

- Realistic workloads following university guidelines OR higher credit value for course