Pub Date : 2022-05-16DOI: 10.1017/S0265051722000109
Andrea Sepúlveda-Ortega, David Magnitzky-Vargas
Abstract This research reflects the considerations of music teachers when assessing their students, the tools used and their consistency with guidelines issued by the Chilean Ministry of Education, along with theoretical approaches to assessment. In this way, we have analysed the theoretical contribution of renowned scholars such as Pujol, Santos Guerra, Chacón, and Fautley, as well as the music curricula of the Ministry of Education from first to eighth grade. We propose that it is essential to understand the experience of teachers in the assessment process from a constructivist perspective, analysing their agreement or disagreement with the current ministerial theoretical foundations in relation to assessment.
{"title":"How do teachers of primary school approach the music assessment in Chile? Differences and similarities between professors’ experience and ministerial guidelines","authors":"Andrea Sepúlveda-Ortega, David Magnitzky-Vargas","doi":"10.1017/S0265051722000109","DOIUrl":"https://doi.org/10.1017/S0265051722000109","url":null,"abstract":"Abstract This research reflects the considerations of music teachers when assessing their students, the tools used and their consistency with guidelines issued by the Chilean Ministry of Education, along with theoretical approaches to assessment. In this way, we have analysed the theoretical contribution of renowned scholars such as Pujol, Santos Guerra, Chacón, and Fautley, as well as the music curricula of the Ministry of Education from first to eighth grade. We propose that it is essential to understand the experience of teachers in the assessment process from a constructivist perspective, analysing their agreement or disagreement with the current ministerial theoretical foundations in relation to assessment.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"80 - 95"},"PeriodicalIF":2.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"56884160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-02DOI: 10.1017/S026505172200016X
J. Henley, D. Barton
Abstract This article reports findings from a study that sought to identify barriers to music and music education in the UK. Emerging from empirical research involving n = 723 participants and clarified by an evidence base of over 10,000 research participants, the key findings presented in this paper relate to pupil and participant voice and involvement, location as a sub-theme of diversity and inclusion, collaboration and transition points. The research is contextualised by twenty years of policy initiatives seeking to address barriers to music learning. The article provides an overview of the research study before presenting the rich data that emerged within each theme reported. Research participant voice is used as much as possible to enable the reader to consider, reflect and interpret the data in a way that is meaningful for their own context. The paper concludes by asking why after 20 years of policy initiatives, research and evaluation the same barriers still exist and, as we emerge from the pandemic, suggests that this research provides a compelling case that now is the time for change.
{"title":"Time for change? Recurrent barriers to music education","authors":"J. Henley, D. Barton","doi":"10.1017/S026505172200016X","DOIUrl":"https://doi.org/10.1017/S026505172200016X","url":null,"abstract":"Abstract This article reports findings from a study that sought to identify barriers to music and music education in the UK. Emerging from empirical research involving n = 723 participants and clarified by an evidence base of over 10,000 research participants, the key findings presented in this paper relate to pupil and participant voice and involvement, location as a sub-theme of diversity and inclusion, collaboration and transition points. The research is contextualised by twenty years of policy initiatives seeking to address barriers to music learning. The article provides an overview of the research study before presenting the rich data that emerged within each theme reported. Research participant voice is used as much as possible to enable the reader to consider, reflect and interpret the data in a way that is meaningful for their own context. The paper concludes by asking why after 20 years of policy initiatives, research and evaluation the same barriers still exist and, as we emerge from the pandemic, suggests that this research provides a compelling case that now is the time for change.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"39 1","pages":"203 - 217"},"PeriodicalIF":2.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46300642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-21DOI: 10.1017/S0265051722000110
Joseph Thapa, J. A. Rodriguez-Quiles
Abstract In 2005, the Barenboim-Said Foundation launched the Early Childhood Music Education project in Andalusia (Spain) to promote music education for young children. Ten years later, an initial study was performed to evaluate the influence of the project on the development of the participating children. The results of this study form part of a broader ongoing research project, in collaboration with the University of Seville, aimed at investigating the influence of the Early Childhood Music Education project on general aspects of child development. This study has a quasi-experimental design, framed in Gardner’s Theory of Multiple Intelligences, consisting of an experimental and a control group (n = 1101) and the administration of a questionnaire, adapted to measure and compare means between the two groups, as the sole measurement tool. The results, analysed using an independent samples t-test for the comparison of means and Cohen’s d effect size, reveal statistically significant differences in the means of the dimensions of the experimental and control groups. This confirms the hypothesis that the Early Childhood Music Education project has a positive impact on the different dimensions, in accordance with Gardner’s Theory of Multiple Intelligences.
{"title":"Evaluation of the Early Childhood Music Education project’s influence on the development of 3- to 5-year-old children in Andalusia, Spain","authors":"Joseph Thapa, J. A. Rodriguez-Quiles","doi":"10.1017/S0265051722000110","DOIUrl":"https://doi.org/10.1017/S0265051722000110","url":null,"abstract":"Abstract In 2005, the Barenboim-Said Foundation launched the Early Childhood Music Education project in Andalusia (Spain) to promote music education for young children. Ten years later, an initial study was performed to evaluate the influence of the project on the development of the participating children. The results of this study form part of a broader ongoing research project, in collaboration with the University of Seville, aimed at investigating the influence of the Early Childhood Music Education project on general aspects of child development. This study has a quasi-experimental design, framed in Gardner’s Theory of Multiple Intelligences, consisting of an experimental and a control group (n = 1101) and the administration of a questionnaire, adapted to measure and compare means between the two groups, as the sole measurement tool. The results, analysed using an independent samples t-test for the comparison of means and Cohen’s d effect size, reveal statistically significant differences in the means of the dimensions of the experimental and control groups. This confirms the hypothesis that the Early Childhood Music Education project has a positive impact on the different dimensions, in accordance with Gardner’s Theory of Multiple Intelligences.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"96 - 108"},"PeriodicalIF":2.0,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42657116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-12DOI: 10.1017/S0265051722000146
Erin MacAfee, G. Comeau
Abstract The purpose of this study was to explore music performance anxiety (MPA) from music teachers’ perspectives by identifying and describing common coping strategies teachers use to support students with MPA. A quantitative content analysis of scientific and non-scientific MPA literature identified preparation, open communication, realistic expectations, exposure therapy and deep breathing as the five most common coping strategies mentioned in the literature. Qualitative thematic analyses of existing literature and interview transcripts from five piano teacher participants provided descriptions of the five commonly identified coping strategies. A comparison of literature and interview results suggests a gap between research knowledge of MPA and practical teaching application. While music teachers employ a variety of strategies to help students cope with MPA, they may also benefit from formal MPA training opportunities grounded in research to provide additional resources for effectively managing students with MPA.
{"title":"Teacher perspective on music performance anxiety: an exploration of coping strategies used by music teachers","authors":"Erin MacAfee, G. Comeau","doi":"10.1017/S0265051722000146","DOIUrl":"https://doi.org/10.1017/S0265051722000146","url":null,"abstract":"Abstract The purpose of this study was to explore music performance anxiety (MPA) from music teachers’ perspectives by identifying and describing common coping strategies teachers use to support students with MPA. A quantitative content analysis of scientific and non-scientific MPA literature identified preparation, open communication, realistic expectations, exposure therapy and deep breathing as the five most common coping strategies mentioned in the literature. Qualitative thematic analyses of existing literature and interview transcripts from five piano teacher participants provided descriptions of the five commonly identified coping strategies. A comparison of literature and interview results suggests a gap between research knowledge of MPA and practical teaching application. While music teachers employ a variety of strategies to help students cope with MPA, they may also benefit from formal MPA training opportunities grounded in research to provide additional resources for effectively managing students with MPA.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"34 - 53"},"PeriodicalIF":2.0,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41898643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-11DOI: 10.1017/S0265051722000092
Jihae Shin
Abstract Teacher collaboration has been recognised as one of the most influential factors positively affecting school teaching practice. To add to the literature in this area, I investigated a collaborative community of Korean preservice music teachers. The results showed that the collaborative community was a place where these preservice music teachers were able to share their thoughts about their passion for music teaching and various philosophical issues closely related to the role of music in public education. In addition, the collaborative community played a role in helping preservice music teachers focus on the level of students’ current knowledge and understand the importance of instructional pacing. Finally, music student teachers freely and frequently expressed their worries and frustration about student teaching and gained emotional support from their peers.
{"title":"Examining a collaborative community amongst music student teachers in Korea","authors":"Jihae Shin","doi":"10.1017/S0265051722000092","DOIUrl":"https://doi.org/10.1017/S0265051722000092","url":null,"abstract":"Abstract Teacher collaboration has been recognised as one of the most influential factors positively affecting school teaching practice. To add to the literature in this area, I investigated a collaborative community of Korean preservice music teachers. The results showed that the collaborative community was a place where these preservice music teachers were able to share their thoughts about their passion for music teaching and various philosophical issues closely related to the role of music in public education. In addition, the collaborative community played a role in helping preservice music teachers focus on the level of students’ current knowledge and understand the importance of instructional pacing. Finally, music student teachers freely and frequently expressed their worries and frustration about student teaching and gained emotional support from their peers.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"54 - 65"},"PeriodicalIF":2.0,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46588194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-11DOI: 10.1017/S0265051722000158
Joris Cintéro
Abstract Since the early 2000s, education policy in France has strongly encouraged publicly funded conservatoires and music schools to forge partnerships with various stakeholders in sectors outside of specialised music education. This change in the objectives traditionally assigned to music schools and conservatoires has given rise to new ‘pedagogical projects’, among which extracurricular music workshops are quite widespread. This study investigated the views of specialised music teachers in relation to these new pedagogical formats through an analysis of their evaluations of a workshop led in a French school between 2018 and 2019. I interviewed the music teachers who participated in the project (n = 8), those who refused to participate (n = 7) and also the administrative staff (n = 4). The results indicate that far from the ecumenism traditionally associated with policies promoting the democratisation of culture, conservatoire teachers think about and are involved in these projects in different ways, reflecting a wide range of considerations around pedagogy, project quality, purpose or politics.
{"title":"Making sense of democratisation: a case study about extracurricular music workshops in France","authors":"Joris Cintéro","doi":"10.1017/S0265051722000158","DOIUrl":"https://doi.org/10.1017/S0265051722000158","url":null,"abstract":"Abstract Since the early 2000s, education policy in France has strongly encouraged publicly funded conservatoires and music schools to forge partnerships with various stakeholders in sectors outside of specialised music education. This change in the objectives traditionally assigned to music schools and conservatoires has given rise to new ‘pedagogical projects’, among which extracurricular music workshops are quite widespread. This study investigated the views of specialised music teachers in relation to these new pedagogical formats through an analysis of their evaluations of a workshop led in a French school between 2018 and 2019. I interviewed the music teachers who participated in the project (n = 8), those who refused to participate (n = 7) and also the administrative staff (n = 4). The results indicate that far from the ecumenism traditionally associated with policies promoting the democratisation of culture, conservatoire teachers think about and are involved in these projects in different ways, reflecting a wide range of considerations around pedagogy, project quality, purpose or politics.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"66 - 79"},"PeriodicalIF":2.0,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41806005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-06DOI: 10.1017/S0265051722000080
Jacob Thompson-Bell
This article presents some arguments in favour of a student-centred learning and teaching approach for higher music education (HME), with specific reference to conservatoire settings in the United Kingdom. In support of student-centred pedagogy, theoretical modelling is undertaken to offer a model of motivation accounting for both individual and group learning environments, thus drawing together diverse pedagogical research into learner “self-efficacy,” “distributive” classroom agency and partnership models of learning and teaching. Based on the author’s own teaching practice with MA Music students at Leeds Conservatoire, two student-centred classroom strategies are outlined: Critical Response Process (CRP) and practice as research. These strategies are evaluated via theoretical and, in the case of CRP, primary research data from a questionnaire presented to MA Music students reflecting on their experience. Finally, an overarching student-centred framework for HME course design is proposed, cross-mapping different learning activities, knowledge paradigms and forms of motivation based on the previous discussion.
{"title":"Student-centred strategies for higher music education: using peer-to-peer critique and practice as research methodologies to train conservatoire musicians","authors":"Jacob Thompson-Bell","doi":"10.1017/S0265051722000080","DOIUrl":"https://doi.org/10.1017/S0265051722000080","url":null,"abstract":"\u0000 This article presents some arguments in favour of a student-centred learning and teaching approach for higher music education (HME), with specific reference to conservatoire settings in the United Kingdom. In support of student-centred pedagogy, theoretical modelling is undertaken to offer a model of motivation accounting for both individual and group learning environments, thus drawing together diverse pedagogical research into learner “self-efficacy,” “distributive” classroom agency and partnership models of learning and teaching. Based on the author’s own teaching practice with MA Music students at Leeds Conservatoire, two student-centred classroom strategies are outlined: Critical Response Process (CRP) and practice as research. These strategies are evaluated via theoretical and, in the case of CRP, primary research data from a questionnaire presented to MA Music students reflecting on their experience. Finally, an overarching student-centred framework for HME course design is proposed, cross-mapping different learning activities, knowledge paradigms and forms of motivation based on the previous discussion.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"20 - 33"},"PeriodicalIF":2.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46057484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-06DOI: 10.1017/S0265051722000079
Mignon van Vreden
Abstract Despite a renewed interest in educational practices to develop future music educators in South Africa for a rapidly changing professional landscape, little is known about the meaning students themselves ascribe to these practices towards their own development as music educators. This instrumental case study investigated the learning experiences of second-year BMus students creating a musical for pre-schoolers. Data were collected through interviews, observations and reflective journals. Six themes emerged through a thematic analysis of student experiences, namely interaction, preparation, skills development, stagecraft, performance and enjoyment. A conceptual model that explains the production of a musical as a pedagogical praxis connects these themes with existing literature on three teaching and learning approaches that framed the study, namely authentic arts-based pedagogy, project-based learning and community of practice.
{"title":"Creating a musical for pre-schoolers in South Africa as pedagogical praxis for a tertiary music education module","authors":"Mignon van Vreden","doi":"10.1017/S0265051722000079","DOIUrl":"https://doi.org/10.1017/S0265051722000079","url":null,"abstract":"Abstract Despite a renewed interest in educational practices to develop future music educators in South Africa for a rapidly changing professional landscape, little is known about the meaning students themselves ascribe to these practices towards their own development as music educators. This instrumental case study investigated the learning experiences of second-year BMus students creating a musical for pre-schoolers. Data were collected through interviews, observations and reflective journals. Six themes emerged through a thematic analysis of student experiences, namely interaction, preparation, skills development, stagecraft, performance and enjoyment. A conceptual model that explains the production of a musical as a pedagogical praxis connects these themes with existing literature on three teaching and learning approaches that framed the study, namely authentic arts-based pedagogy, project-based learning and community of practice.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"109 - 123"},"PeriodicalIF":2.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48867491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-05DOI: 10.1017/S0265051722000122
Lotte Latukefu, J. Pollard
Abstract Earning a living via multiple income streams through a portfolio career is the reality for most music graduates. In the last 10–15 years, music conservatoires around the world have begun to recognise and respond to this reality in the way they train and prepare students for life after study (Bennet, 2008; Draper & Cunio, 2014; Rowley et al., 2015; Schippers et al., 2016). Conservatoire curricula is prescribed and controlled to ensure that students gain the skills required to build a career as a professional musician. Reforming conservatoire curricula to incorporate portfolio career training is an ongoing concern that is made more complex by the different conceptual understandings of what training for a portfolio career means (Latukefu & Ginsborg, 2018). This article contributes to the literature on how students conceptualise and make decisions surrounding their transition into work after graduation. It uses narrative analysis research to investigate the value of introducing career design into the curriculum of a Bachelor of Music. It incorporates narratives by students who took part in a series of interventions designed to increase self-efficacy and explores the role of career indecision in the designing of a creative career. Career indecision in this context relates to the inability of music students to conceive of what they wish for their creative career to look like after graduation, even when a decision is necessary. The narratives reveal how different factors such as family support, cultural and religious backgrounds and prior music education impact on their confidence and perceptions surrounding their ability to design and maintain a creative career. These narratives also uncovered the interplay of career exploration, career indecision and anxiety in the career decision-making process of undergraduate music students.
{"title":"How can we prepare music students for early career challenges?","authors":"Lotte Latukefu, J. Pollard","doi":"10.1017/S0265051722000122","DOIUrl":"https://doi.org/10.1017/S0265051722000122","url":null,"abstract":"Abstract Earning a living via multiple income streams through a portfolio career is the reality for most music graduates. In the last 10–15 years, music conservatoires around the world have begun to recognise and respond to this reality in the way they train and prepare students for life after study (Bennet, 2008; Draper & Cunio, 2014; Rowley et al., 2015; Schippers et al., 2016). Conservatoire curricula is prescribed and controlled to ensure that students gain the skills required to build a career as a professional musician. Reforming conservatoire curricula to incorporate portfolio career training is an ongoing concern that is made more complex by the different conceptual understandings of what training for a portfolio career means (Latukefu & Ginsborg, 2018). This article contributes to the literature on how students conceptualise and make decisions surrounding their transition into work after graduation. It uses narrative analysis research to investigate the value of introducing career design into the curriculum of a Bachelor of Music. It incorporates narratives by students who took part in a series of interventions designed to increase self-efficacy and explores the role of career indecision in the designing of a creative career. Career indecision in this context relates to the inability of music students to conceive of what they wish for their creative career to look like after graduation, even when a decision is necessary. The narratives reveal how different factors such as family support, cultural and religious backgrounds and prior music education impact on their confidence and perceptions surrounding their ability to design and maintain a creative career. These narratives also uncovered the interplay of career exploration, career indecision and anxiety in the career decision-making process of undergraduate music students.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"39 1","pages":"218 - 231"},"PeriodicalIF":2.0,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44041707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-05DOI: 10.1017/S0265051722000067
N. Booth, Victoria Kinsella
Abstract Meyer and Land’s work (among subsequent others) on threshold concepts (TCs) has been influential in numerous subjects, particularly in higher education. However, despite its growing international interest, its application into the domain of music in schools is a highly under-researched area. This article draws on the notion of TCs focusing on the context of lower-secondary school (Key Stage 3: ages 11–14) group composing. Using video-recorded and interview data from three case-study schools in the English Midlands, examples of TCs are presented and how formative assessment was, or could have been, a key process in them being crossed is discussed.
{"title":"The importance of threshold concepts and formative assessment in lower-secondary school group composing","authors":"N. Booth, Victoria Kinsella","doi":"10.1017/S0265051722000067","DOIUrl":"https://doi.org/10.1017/S0265051722000067","url":null,"abstract":"Abstract Meyer and Land’s work (among subsequent others) on threshold concepts (TCs) has been influential in numerous subjects, particularly in higher education. However, despite its growing international interest, its application into the domain of music in schools is a highly under-researched area. This article draws on the notion of TCs focusing on the context of lower-secondary school (Key Stage 3: ages 11–14) group composing. Using video-recorded and interview data from three case-study schools in the English Midlands, examples of TCs are presented and how formative assessment was, or could have been, a key process in them being crossed is discussed.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"39 1","pages":"145 - 156"},"PeriodicalIF":2.0,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47740235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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