scholarly journals Some thoughts on curriculum in music education

2019 ◽  
Vol 36 (1) ◽  
pp. 1-4
Author(s):  
MARTIN FAUTLEY ◽  
ALISON DAUBNEY
Keyword(s):  
Young People ◽  
Music Education ◽  
Search Engine ◽  
Music Curriculum ◽  
Educational Settings ◽  
Children And Young People ◽  
Selective Sampling ◽  
School Based ◽  
School Music ◽  
Good Learning

Curriculum is currently a big issue in England. What a school-based music curriculum should entail, what sorts of things should be taught and learned, and what makes for good learning experiences are all under consideration. One of the issues that crops up in England, and possibly in other jurisdictions too, when these sorts of discussions take place, involves considerations of what sorts of music children and young people should be involved with, what should they learn, and what is important for schools to be teaching. This immediately places discussions beyond what might be termed the strictly musical, and into the area of values. What music is valued by education systems, and what music should be foregrounded in educational settings become a significant arena of contention. This is especially the case when politicians become involved, as they will often have fixed or politically-motivated views about what they think should be taught and learned in school music classes. As ever, the pages of the BJME provide some interesting views on this matter, and so it is worth a brief trawl through the archives. The BJME home page search engine on the website produces 168 results for the term “curriculum”, so clearly this will be a highly selective sampling from these rich pickings in this editorial.

The Promise and Pitfalls of the Digital Studio

2017 ◽  
pp. 232-240
Author(s):  
Ethan Hein
Keyword(s):  
Young People ◽  
Music Education ◽  
Informal Learning ◽  
Ad Hoc ◽  
Group Activity ◽  
Educational Settings ◽  
Music Classroom ◽  
Use Of Technology ◽  
School Music ◽  
Imaginative Play

Whether or not we make the best use of technology in the music classroom, young people will continue to find unexpected uses for it elsewhere. There is no historical precedent for the informal learning possibilities afforded by inexpensive and ubiquitous computers. Are young music learners best left to their own devices, literally and figuratively? Or can we structure a classroom around these devices, combining independent play with guided group activity? Will formal educational settings always compromise or even negate young people’s autonomy and independence? Perhaps if we think of the music room as a maker space rather than a classroom, we can admit some of the imaginative play and authentic expressiveness that students find outside school. Music education will happen wherever people gather together, using whatever materials are at hand. A school is necessarily an ad hoc society; ideally, it can be a genuine artistic community as well.

Embodying values and socio-religious difference: new markets of moral learning in Christian and Muslim schools in urban Tanzania

Africa ◽  
2017 ◽  
Vol 87 (3) ◽  
pp. 513-536 ◽  
Author(s):  
Hansjörg Dilger
Keyword(s):  
Young People ◽  
Dar Es Salaam ◽  
Urban Environments ◽  
Educational Settings ◽  
Children And Young People ◽  
Moral Learning ◽  
Moral Frameworks ◽  
New Generation ◽  
High Degree ◽  
Self Formation

AbstractSchools are institutionalized spaces of learning where children and young people are trained to become morally and ethically responsible members of society. Cultural ideas and values relating to friendship, social status and the nation, but also regarding one's own body, dress and emotional, verbal or gestural expression, are learned and performed by young people on an everyday basis. In this article, I build on ethnographic research on the ‘new’ generation of Christian and Muslim schools in Dar es Salaam, Tanzania (2008–10), and I show that particular ways of learning and performing values can be understood as a form of embodied morality that orients students and teachers in relation to their educational and socio-urban environments. I argue that schools do not represent monolithic ethical or moral frameworks or that the actors in these educational settings learn or embody those frameworks in uniform ways. Rather, the processes of ethical and moral (self-)formation are often highly fragmented due to the diverse (social, religious and economic) backgrounds of students and teachers as well as the logics of class formation in the neoliberal market, which causes a high degree of fluctuation across the (equally fragmented) educational landscape of Dar es Salaam. I therefore define ‘embodied morality’ as a partial and discontinuous practice whose specific forms and experience are inseparably entwined with the specific ideological, social and institutional environments of particular educational settings.

scholarly journals The nature of music itself, and the knowledge versus skills debate in music education

2016 ◽  
Vol 33 (2) ◽  
pp. 129-132 ◽  
Author(s):  
MARTIN FAUTLEY ◽  
REGINA MURPHY
Keyword(s):  
Young People ◽  
Music Education ◽  
Children And Young People ◽  
The Arts ◽  
The World ◽  
The Uk ◽  
Music And The Arts

Back in 2013, in the BJME editorial for issue 30(2), we considered the place of knowledge in the curriculum (Fautley & Murphy, 2013). Things have not stood still since that date, certainly in England, and other parts of the world too. What we have now is a situation where the idea of knowledge as assuming supremacy over skills is on the increase. For those of us concerned with music education, many aspects of this increasingly fractious debate are to be viewed with concern. Allied to this, we have neoliberal-leaning governments in many parts of the world, Britain included, who seem to find it difficult to understand the important role that music education has – or should have – in the education of our children and young people. Indeed, in the UK, the education secretary is on record as making this observation: Education secretary Nicky Morgan has warned young people that choosing to study arts subjects at school could ‘hold them back for the rest of their lives’ (The Stage, 2014) This attitude, and Britain is certainly not alone in this, is clearly going to be problematic for those of us involved in music and the arts.

“Modern Band” as school music: A case study

2017 ◽  
Vol 36 (2) ◽  
pp. 259-269 ◽  
Author(s):  
James L. Byo
Keyword(s):  
Music Education ◽  
Classroom Management ◽  
Concert Band ◽  
Community Identity ◽  
School Students ◽  
Student Centered ◽  
Rock Band ◽  
School Based ◽  
School Music ◽  
Music Community

This purpose of this study was to uncover the nature and value associated with involvement in “Modern Band” (rock band), the primary, not supplemental, means to music education in one US school. The values that emerged—music, community, identity, teacher, and classroom management—overlap considerably with the benefits and values identified by adolescents in traditional concert band, orchestra, and choir. These results provide data worthy of consideration as readers ponder the viability of rock band as a medium of school-based music education and a way to connect meaningfully with more secondary-school students. Evidence suggests that if there are reasons to reject the rock band, the source for the skepticism should not be the values accrued and identified by its participants. This case is an example of meaningful, authentic, and valuable music education that is positioned between the extremes of formal and informal learning, process and product orientation, and teacher- and student-centered pedagogy.

scholarly journals Preventing domestic abuse for children and young people: A review of school-based interventions

2015 ◽  
Vol 59 ◽  
pp. 120-131 ◽  
Author(s):  
Nicky Stanley ◽  
Jane Ellis ◽  
Nicola Farrelly ◽  
Sandra Hollinghurst ◽  
Soo Downe
Keyword(s):  
Young People ◽  
Domestic Abuse ◽  
Children And Young People ◽  
School Based ◽  
School Based Interventions

Music Education Assessment and Social Justice

2015 ◽  
pp. 512-524
Author(s):  
Martin Fautley
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Daily Basis ◽  
World Music ◽  
Western World ◽  
Music Curriculum ◽  
Education Assessment ◽  
Music Making ◽  
School Music ◽  
Music Classrooms

This chapter considers the role that assessment, particularly formative assessment, has to play with regard to social justice purposes in education. It disentangles the notion of assessment from that of testing. Valorization of music is highly significant, as what is valued tends to be what is assessed. This can result in the disenfranchising of world music, pop, rock, and jazz on a daily basis in music classrooms all over the Western world; so this chapter problematizes the content of the music curriculum, too, asking whether that which can be labeled “school music” has any relevance beyond itself. To counter these problems, this chapter suggests the use of feed forward, which takes place during music making, privileging process over product. It suggests that the principal purpose of assessment should be to improve learning in music, not to simply provide data for systemic purposes.

Elsie Shawe, Music Supervisor in St. Paul, Minnesota (1898–1933)

2004 ◽  
Vol 52 (4) ◽  
pp. 328-342
Author(s):  
Sondra Wieland Howe
Keyword(s):  
Public Schools ◽  
Music Education ◽  
Music Teachers ◽  
National Level ◽  
The United States ◽  
National Accounts ◽  
Music Curriculum ◽  
School Music ◽  
The Board Of Directors ◽  
Music Supervisor

Elsie Shawe (1866–1962), supervisor of music in St. Paul, Minnesota, for thirty-five years, is an example of a music supervisor in the United States who was active in the formative years of the Music Supervisors National Conference (MSNC). Although she is cited only briefly in national accounts, there is a substantial amount of material on her career in local archives. In the St. Paul Public Schools, Shawe supervised classroom teachers, organized the school music curriculum, and conducted performances in the community. She served as a church organist and choir director in St. Paul and was president of the Minnesota Music Teachers Association. At the national level, Shawe was an officer of the NEA Department of Music Education and a member of the board of directors of the MSNC. Through her committee work, Shawe promoted the standardization of patriotic national songs.May 5, 2004November 10, 2004.

scholarly journals Primary care management of group A streptococcal pharyngitis in Northland

2014 ◽  
Vol 6 (3) ◽  
pp. 189 ◽  
Author(s):  
Anil Shetty ◽  
Clair Mills ◽  
Kyle Eggleton
Keyword(s):  
General Practice ◽  
Young People ◽  
Rheumatic Fever ◽  
Sore Throat ◽  
Health Board ◽  
Prescription Data ◽  
National Guidelines ◽  
Children And Young People ◽  
School Based ◽  
Group A

INTRODUCTION: Reducing the rate of acute rheumatic fever nationally by two-thirds by 2017 is a New Zealand Ministry of Health priority. Northland District Health Board (DHB) has high rates of rheumatic fever, disproportionately impacting on Maori children and young people. School-based programmes and general practice both contribute to rheumatic fever prevention in detecting and appropriately treating group A streptococcal (GAS) pharyngitis. AIM: The aim of this study was to assess adherence by general practitioners and school-based sore throat programmes to national guidelines for the management of GAS pharyngitis in Northland. METHODS: Laboratory and pharmaceutical data were obtained for children and young people aged 3–20 years who had GAS positive throat swabs in Northland laboratory services between 1 April and 31 July 2012. Data were analysed separately for general practice and the school programmes for rheumatic fever prevention. RESULTS: One in five of those children presenting to general practice with a positive throat swab and complete prescription data did not receive treatment according to national guidelines, while appropriate treatment was offered to more than 98% of children accessing school-based programmes. A significant proportion of those seen in general practice received antibiotics not recommended by guidelines, an inadequate length of treatment or no prescription. There were no significant differences in the management of Maori and non-Maori children. DISCUSSION: There is room for improvement in general practice management of GAS pharyngitis in Northland. School-based management of sore throat provides high-quality management for children at high risk of rheumatic fever. KEYWORDS: Pharyngitis; prevention and control; primary health care; rheumatic fever; school health services; Streptococcus pyogenes

Spotlight on Children and Young People with Complex Special Needs

2019 ◽  
pp. 754-788
Author(s):  
Helen Farrell
Keyword(s):  
Young People ◽  
Music Education ◽  
Special Needs ◽  
Relevant Information ◽  
Evidence Based ◽  
Children And Young People ◽  
The World ◽  
Known Unknowns ◽  
Donald Rumsfeld ◽  
Time And Energy

As Donald Rumsfeld, former US Secretary of Defense stated in February 2002, “there are known knowns … there are things we know that we know … there are known unknowns … that is to say, there are things that we now know we don’t know.” There are an estimated 1 billion persons around the world who live with complex special needs. Multidisciplinary special music education practitioner teams devote extraordinary time and energy to nurture musical communities that are inclusive of diverse cohorts of children and young people. In this chapter, Allan, Laurence, Catherine, Karen, Mary, and Brigit help tell the story. The chapter focuses on this question: What and where are the challenging, sometimes-controversial dilemmas, cultures, and big issues for those who share a common mission and vision of quality musical experiences and activities for all? The chapter undertakes a systematic review of some of the relevant information and scholarly evidence-based research in a diversity of disciplines. There appears to be cause for cautious optimism despite noisy contests of challenging, sometimes controversial dilemmas, cultures, and big issues. Provision of quality musical experiences and activities for benefit of all students appears to have progressed.

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