Much academic teaching time is given to time-tested, pedagogically-accepted methodologies of presenting information, analyzing it, even critically thinking about it, then adapting the result as a student’s “learning”. But, if students have a stake in defining the parameters of the material they are to explore, they are apt to take more ownership in the results of their studies. This paper reflects a course in music copyright in which students were encouraged, after spending requisite time studying fundamental precepts and laws, to develop a fresh set of copyright tenets from a modern students’ perspective. It describes the students’ final group project, which resulted in their College Copyright Credo, a collection of students’ thoughts on raising copyright awareness, compliance, and development in a contemporary environment of digital file transfers, both authorized and otherwise.
Keywords: music industry, music business, music business pedagogy, curriculum design, copyright, critical thinking, self-learning, file sharing, digital music, piracy
Piechocinski, Theodore J. “What Do University Students Really Think About Copyright Issues? A Look at Student-Designed Guidelines for Copyright Compliance.” Journal of the Music and Entertainment Industry Educators Association 9, no. 1 (2009): 161-179. https://doi.org/10.25101/9.7
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