Pub Date : 2023-07-01DOI: 10.1017/S026505172300013X
Martin Fautley, Alison Daubney
One of the privileges of being an academic is being able to attend international conferences. Now that the world is returning to some sort of normality following COVID and lockdowns, these are increasingly happening in-person. What this means is that it is not just in the presentations that we get to meet and talk to people from countries other than our own, but especially in the coffee breaks and food opportunities that are vital aspects of such gatherings. What can be a common feeling at these events is to talk to people whose everyday lived experiences of music education can be so far from our own as to be almost unrecognisable. Take the case of the USA and the UK. In the USA, as far as we can understand it, the music education system at what they call ‘high school’ is predicated on what Butler and Wright (2020, p. 100) referred to as the ‘ : : : triumvirate of wind band, choir, and orchestra, the omniscient conductor/pedagogue, and the associated Western Art music repertoire’. This is a long way away from the English National Curriculum (DfE [Department for Education], 2013), founded as it is on the three main musical components of composing, performing and listening, and taken by all children (in schools that are obliged to follow the National Curriculum) up until the age of 14 years old. From talking to American academic colleagues, it would seem to be the case that success in US terms is often measured by how many trophies the performing ensemble can display in the trophy cabinet. In England, success in music education is not measured by collections of silverware but by how well pupils do in public examinations. Comparing the USA and UK in this way is not meant to be judgemental, it is done simply to show very obvious and possibly surface-level differences. Similar comments could probably be made about any two given music education systems the world over. But what happens when you start do dig a little deeper, and ask difficult questions about what music education is for in various different jurisdictions? We know that learning to play an instrument and/or sing is a major component of music education internationally, but scratch this surface and ask another question – ‘why’? This becomes much harder to answer. When we add what we might term generalist classroom music education into this mix, the issue is compound further still. This gives rise to the very important question ‘why are children learning music?’ In England currently, there are national funding debates taking place concerning elite musical performing ensembles, as the fundholder, Arts Council England (ACE), is faced with the inevitable problem of not having enough money to go round. Consequently, ACE is having to make difficult redistributive monetary decisions, which those faced with a reduction in their central funding obviously see as being cuts. Likewise, the national broadcaster, the BBC, encountering the same problems, is considering scrapping its centrally funded choir,
作为学者的特权之一是能够参加国际会议。现在，在COVID和封锁之后，世界正在恢复某种正常，这些正在越来越多地发生在人们面前。这意味着，我们不仅可以在演讲中与来自其他国家的人见面和交谈，而且还可以在这些聚会中至关重要的休息时间和用餐机会。在这些活动中，我们有一种共同的感觉，那就是与那些日常生活中的音乐教育经历与我们相差甚远，几乎无法辨认的人交谈。以美国和英国为例。在美国，据我们所知，他们所谓的“高中”音乐教育体系是基于Butler和Wright (2020, p. 100)所说的“:::管乐队、合唱团和管弦乐队的三头组合，无所不知的指挥家/教师，以及相关的西方艺术音乐曲目”。这与英国国家课程(DfE[教育部]，2013年)相去甚远，英国国家课程建立在作曲，表演和听力的三个主要音乐组成部分上，所有儿童(在有义务遵循国家课程的学校)都要参加，直到14岁。通过与美国学术界同事的交谈，我发现，在美国，衡量成功与否的标准似乎往往是这个表演团体能在奖杯柜里展示多少座奖杯。在英国，音乐教育的成功不是由银器的收藏来衡量的，而是由学生在公开考试中的表现来衡量的。以这种方式比较美国和英国并不是要评判，只是为了显示非常明显的、可能是表面上的差异。类似的评论可能会对世界上任何两个给定的音乐教育系统做出。但是，当你开始深入挖掘，并提出关于不同司法管辖区的音乐教育的难题时，会发生什么呢?我们知道，学习演奏乐器和/或唱歌是国际音乐教育的一个重要组成部分，但从表面上看，我们要问另一个问题——“为什么”?这个问题很难回答。当我们将所谓的多面手课堂音乐教育添加到这种混合中，问题就更加复杂了。这就引出了一个非常重要的问题:孩子们为什么要学音乐?“在英国，目前正在就精英音乐表演团体的资金问题进行全国性的辩论，因为资金持有人英格兰艺术委员会(ACE)面临着不可避免的资金不足的问题。”因此，ACE不得不做出艰难的再分配货币决策，那些面临中央资金减少的人显然认为这是削减。同样，国家广播公司，英国广播公司，也遇到了同样的问题，正在考虑取消其中央资助的合唱团，这是该国为数不多的专业团体之一。这样的决定在媒体上引起了关注的呼声，然后人们几乎不约而同地开始讨论音乐教育在其中所扮演的角色。听了一些提出的论点，我们可能会认为音乐教育的全部目的是为现有的乐团(似乎主要是西方古典乐团)提供听众，以卖出更多的票，或者像俗语所说的那样，让“懒汉坐在座位上”。这似乎有问题。学校的体育教育和运动的目的是为主要和次要的体育赛事提供观众吗?这是儿童和青少年在学校学习这门学科的主要原因吗?那么积极参与呢?这可以看作是另一个既得利益者无法超越自己眼前利益的例子
{"title":"Editorial: What is music education for?","authors":"Martin Fautley, Alison Daubney","doi":"10.1017/S026505172300013X","DOIUrl":"https://doi.org/10.1017/S026505172300013X","url":null,"abstract":"One of the privileges of being an academic is being able to attend international conferences. Now that the world is returning to some sort of normality following COVID and lockdowns, these are increasingly happening in-person. What this means is that it is not just in the presentations that we get to meet and talk to people from countries other than our own, but especially in the coffee breaks and food opportunities that are vital aspects of such gatherings. What can be a common feeling at these events is to talk to people whose everyday lived experiences of music education can be so far from our own as to be almost unrecognisable. Take the case of the USA and the UK. In the USA, as far as we can understand it, the music education system at what they call ‘high school’ is predicated on what Butler and Wright (2020, p. 100) referred to as the ‘ : : : triumvirate of wind band, choir, and orchestra, the omniscient conductor/pedagogue, and the associated Western Art music repertoire’. This is a long way away from the English National Curriculum (DfE [Department for Education], 2013), founded as it is on the three main musical components of composing, performing and listening, and taken by all children (in schools that are obliged to follow the National Curriculum) up until the age of 14 years old. From talking to American academic colleagues, it would seem to be the case that success in US terms is often measured by how many trophies the performing ensemble can display in the trophy cabinet. In England, success in music education is not measured by collections of silverware but by how well pupils do in public examinations. Comparing the USA and UK in this way is not meant to be judgemental, it is done simply to show very obvious and possibly surface-level differences. Similar comments could probably be made about any two given music education systems the world over. But what happens when you start do dig a little deeper, and ask difficult questions about what music education is for in various different jurisdictions? We know that learning to play an instrument and/or sing is a major component of music education internationally, but scratch this surface and ask another question – ‘why’? This becomes much harder to answer. When we add what we might term generalist classroom music education into this mix, the issue is compound further still. This gives rise to the very important question ‘why are children learning music?’ In England currently, there are national funding debates taking place concerning elite musical performing ensembles, as the fundholder, Arts Council England (ACE), is faced with the inevitable problem of not having enough money to go round. Consequently, ACE is having to make difficult redistributive monetary decisions, which those faced with a reduction in their central funding obviously see as being cuts. Likewise, the national broadcaster, the BBC, encountering the same problems, is considering scrapping its centrally funded choir, ","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"141 - 144"},"PeriodicalIF":2.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48996852","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 : 2023-07-01DOI: 10.1017/S0265051723000153
E. Haddon
{"title":"BJME book review, Dec 2022: Elizabeth Haddon","authors":"E. Haddon","doi":"10.1017/S0265051723000153","DOIUrl":"https://doi.org/10.1017/S0265051723000153","url":null,"abstract":"","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"287 - 289"},"PeriodicalIF":2.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42330361","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 : 2023-07-01DOI: 10.1017/s0265051723000177
{"title":"BME volume 40 issue 2 Cover and Front matter","authors":"","doi":"10.1017/s0265051723000177","DOIUrl":"https://doi.org/10.1017/s0265051723000177","url":null,"abstract":"","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"f1 - f2"},"PeriodicalIF":2.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46214609","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 : 2023-06-22DOI: 10.1017/S0265051723000165
Elizabeth H. MacGregor
{"title":"To Create: Imagining the Good Life through Music by Clint Randles. GIA Publications, 2020. 328pp., pbk, £20.99, ISBN: 978-1622774548.","authors":"Elizabeth H. MacGregor","doi":"10.1017/S0265051723000165","DOIUrl":"https://doi.org/10.1017/S0265051723000165","url":null,"abstract":"","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"290 - 291"},"PeriodicalIF":2.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"56884171","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 : 2023-05-22DOI: 10.1017/s0265051723000128
Daniel Mateos-Moreno, Anders Hoglert
{"title":"Why did you (not) choose your main musical instrument? Exploring the motivation behind the choice – CORRIGENDUM","authors":"Daniel Mateos-Moreno, Anders Hoglert","doi":"10.1017/s0265051723000128","DOIUrl":"https://doi.org/10.1017/s0265051723000128","url":null,"abstract":"","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49595525","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 : 2023-05-05DOI: 10.1017/s0265051723000104
Yue-feng Luo, B. Leung
Teaching traditional art forms in schools and the community has proven an effective way of ensuring the transmission of traditional culture. But due to the lack of valid and normative assessment guidance, the assessments of Cantonese operatic singing are still developing, impairing the instructiveness in its teaching and learning and restraining the education and development of this traditional genre within contemporary society. Accordingly, to guide the design of a holistic assessment, the revised Bloom’s taxonomy was adopted to form a theoretical framework from which a criterion- and standard-based assessment framework with four domains has been proposed. Four teachers and 24 students of Cantonese opera institutions in Guangdong, China, were invited to pilot the assessment framework. Afterwards, semi-structured interviews were conducted from which two research questions were answered satisfactorily: 1) proposing a criteria- and standard-based assessment framework is necessary, for the traditional assessment practice is weak in guiding teaching and learning and 2) positive feedback supported the proposed assessment framework facilitates the teaching and learning of Cantonese operatic singing.
{"title":"Proposing and piloting a criterion- and standard-based assessment framework in teaching Cantonese operatic singing in Guangdong, China","authors":"Yue-feng Luo, B. Leung","doi":"10.1017/s0265051723000104","DOIUrl":"https://doi.org/10.1017/s0265051723000104","url":null,"abstract":"\u0000 Teaching traditional art forms in schools and the community has proven an effective way of ensuring the transmission of traditional culture. But due to the lack of valid and normative assessment guidance, the assessments of Cantonese operatic singing are still developing, impairing the instructiveness in its teaching and learning and restraining the education and development of this traditional genre within contemporary society. Accordingly, to guide the design of a holistic assessment, the revised Bloom’s taxonomy was adopted to form a theoretical framework from which a criterion- and standard-based assessment framework with four domains has been proposed. Four teachers and 24 students of Cantonese opera institutions in Guangdong, China, were invited to pilot the assessment framework. Afterwards, semi-structured interviews were conducted from which two research questions were answered satisfactorily: 1) proposing a criteria- and standard-based assessment framework is necessary, for the traditional assessment practice is weak in guiding teaching and learning and 2) positive feedback supported the proposed assessment framework facilitates the teaching and learning of Cantonese operatic singing.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49255920","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 : 2023-04-20DOI: 10.1017/s0265051723000116
David Baker, S. Hallam, Kevin Rogers
Much previous international research has demonstrated links between general school attainment and active engagement with music. The research reported here compared the change in examination outcomes in English and mathematics in national examinations at ages 11 and 16 of instrumentalists and non-instrumentalists. Data from 701 pupils showed statistically significant differences in examination outcomes between instrumentalists and non-instrumentalists, which was also related to the duration of learning and the instrument played. Instrumentalists had greater change scores in mathematics, but not English, although instrumentalists of lower socio-economic status showed greater change in both subjects. The implications for music education are discussed.
{"title":"Does learning to play an instrument have an impact on change in attainment from age 11 to 16?","authors":"David Baker, S. Hallam, Kevin Rogers","doi":"10.1017/s0265051723000116","DOIUrl":"https://doi.org/10.1017/s0265051723000116","url":null,"abstract":"\u0000 Much previous international research has demonstrated links between general school attainment and active engagement with music. The research reported here compared the change in examination outcomes in English and mathematics in national examinations at ages 11 and 16 of instrumentalists and non-instrumentalists. Data from 701 pupils showed statistically significant differences in examination outcomes between instrumentalists and non-instrumentalists, which was also related to the duration of learning and the instrument played. Instrumentalists had greater change scores in mathematics, but not English, although instrumentalists of lower socio-economic status showed greater change in both subjects. The implications for music education are discussed.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44293683","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 : 2023-04-19DOI: 10.1017/s0265051723000050
C. Hadjikou, A. Creech
Differentiation is a key concept in the Cypriot music curriculum, last revised in 2010. This paper aims to investigate teachers’ interpretation and implementation of differentiation in their music classrooms. Interviews with Cypriot classroom music teachers and focus groups with their students took place within the context of a larger research project that investigated how elements of the Cypriot music curriculum were interpreted and applied by teachers and how this pedagogy in turn influenced students’ motivation. Interviews were carried out with eight music teachers. Differentiation, as understood and implemented by these Cypriot music teachers, differed in fundamental ways to differentiation as conceptualised in academic literature concerned with this concept. These findings may serve as a point of reflection for future professional development in Cyprus relating to differentiation and its implementation.
{"title":"The new Cypriot music curriculum: teachers’ interpretation and implementation of differentiation","authors":"C. Hadjikou, A. Creech","doi":"10.1017/s0265051723000050","DOIUrl":"https://doi.org/10.1017/s0265051723000050","url":null,"abstract":"\u0000 Differentiation is a key concept in the Cypriot music curriculum, last revised in 2010. This paper aims to investigate teachers’ interpretation and implementation of differentiation in their music classrooms. Interviews with Cypriot classroom music teachers and focus groups with their students took place within the context of a larger research project that investigated how elements of the Cypriot music curriculum were interpreted and applied by teachers and how this pedagogy in turn influenced students’ motivation. Interviews were carried out with eight music teachers. Differentiation, as understood and implemented by these Cypriot music teachers, differed in fundamental ways to differentiation as conceptualised in academic literature concerned with this concept. These findings may serve as a point of reflection for future professional development in Cyprus relating to differentiation and its implementation.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44674696","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 : 2023-04-17DOI: 10.1017/s0265051723000098
James Nissen
This article examines the state of world music education in secondary schools in Manchester, analysing school curricula and exam specifications alongside interviews conducted with teachers. World music occupies a significant position in music education at Key Stage 3, but its scope becomes progressively limited at higher levels. While teachers recognise the benefits of world music education for promoting cultural understanding and social inclusion, they struggle to maintain it throughout their programmes because of barriers related to examinations, teaching materials and school resources. This creates a dysfunctional learning trajectory that discourages students from studying music, particularly disadvantaging those from weaker socio-economic backgrounds. Nevertheless, teachers’ perspectives, often overshadowed by government policy, evidence strong aspirations to implement multicultural music education in practice.
{"title":"Aspirations and limitations: the state of world music education in secondary schools in multicultural Manchester","authors":"James Nissen","doi":"10.1017/s0265051723000098","DOIUrl":"https://doi.org/10.1017/s0265051723000098","url":null,"abstract":"\u0000 This article examines the state of world music education in secondary schools in Manchester, analysing school curricula and exam specifications alongside interviews conducted with teachers. World music occupies a significant position in music education at Key Stage 3, but its scope becomes progressively limited at higher levels. While teachers recognise the benefits of world music education for promoting cultural understanding and social inclusion, they struggle to maintain it throughout their programmes because of barriers related to examinations, teaching materials and school resources. This creates a dysfunctional learning trajectory that discourages students from studying music, particularly disadvantaging those from weaker socio-economic backgrounds. Nevertheless, teachers’ perspectives, often overshadowed by government policy, evidence strong aspirations to implement multicultural music education in practice.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49027201","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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