scholarly journals Assessment Policy and Practice in Secondary Schools in the English National Curriculum

2019 ◽  
pp. 217-232
Author(s):  
Martin Fautley
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Good Thing ◽  
English School ◽  
Policy And Practice ◽  
Whole School ◽  
Assessment Policy ◽  
School Music ◽  
The Subject

This chapter describes the ways in which assessment policy in classroom music education in England has been both legislated for and operationalized in practice. It describes how changes to whole-school assessment legislation have found their outworking in schools and classrooms, which have become contested and problematic sites. It describes how assessment in classroom music has had to shift its focus from attainment onto progression in order to comply with policy. The chapter also points out the effects of a performativity culture in English school music classes, where the production of data has become a goal in its own right, superseding, in some cases, an attention to learning and musicianship. It concludes that refocusing on musical aspects of teaching and learning would be a good thing for the development of both the subject and the participating learners.

scholarly journals The Assessment of Classroom Music in the Lower Secondary School: The English Experience

2019 ◽  
pp. 393-409
Author(s):  
Martin Fautley
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Music Educators ◽  
Classroom Teachers ◽  
Accountability System ◽  
Key Points ◽  
School Music ◽  
International Audience

This chapter discusses how National Curriculum content and assessment in England have been subverted by performativity and accountability requirements. This has had the effect of moving music teaching and learning in secondary school music classes away from a focus on musical content and music making toward meeting the demands and requirements of an accountability system. The twin effects of schools second-guessing what they think the inspection regime (Ofsted) will want to see, allied with a close scrutiny of pseudo-positivist attainment data, means that the musicality of the assessments undertaken by classroom teachers can be called into question. The important issue of knowledge types in music education is also discussed. England operates a music education somewhat different from that in many other jurisdictions, with a focus on what might be termed generalist classroom teaching and learning for all students. This has an impact on the ways in which assessment can be undertaken, and these issues are discussed. Important findings of interest and relevance to an international audience are drawn out, and key points are made that are relevant to both music educators and administrators of public education systems.

Assessment in Music Classes in China

2019 ◽  
pp. 338-357
Author(s):  
Dennis Ping-Cheng Wang
Keyword(s):  
Music Education ◽  
National Curriculum ◽  
National Standards ◽  
Historical Background ◽  
Policy And Practice ◽  
Education Assessment ◽  
Music Assessment ◽  
Chinese Music ◽  
Curriculum Guidelines ◽  
Valid Assessment

This chapter outlines the historical background and current development of music education assessment in China. Following the revision of the national curriculum guidelines in 2011, the chapter analyzes (1) the value of the national standards at different school levels, (2) how the national standards affect teachers and schools, and (3) how much the teachers read/follow the guidelines in China. This chapter investigates and examines how assessment policy and practice are used in Chinese music classrooms from elementary, middle, and high schools. Furthermore, it discusses how local music teachers assess their music students and the effectiveness of the national curriculum guidelines used in music classes. The author determines that the current practice of music assessment at all school levels in China is too basic and not diversified. Designing a valid assessment that allows students at all levels to demonstrate their learning outcomes seems to be necessary for music education in China.

Music Education, Inc.

2017 ◽  
Vol 104 (1) ◽  
pp. 55-61
Author(s):  
Corin T. Overland
Keyword(s):  
Public Schools ◽  
Music Education ◽  
Teaching And Learning ◽  
Student Interest ◽  
Interconnected System ◽  
Cocurricular Activities ◽  
For Profit ◽  
Global Recession ◽  
School Music ◽  
Private Studio

Today’s students live in the center of a rich, interconnected system of public, philanthropic, and for-profit entities that support the act of music teaching and learning. Students are not limited to the kinds of musical instruction available to them in their schools. Provided they have the means and the access, the musically curious can supplement or supplant their in-school musical lives with extracurricular and cocurricular activities, private studio lessons, community ensembles, or religious services. The for-profit music education industry in particular has grown in popularity and commercial success since the global recession, encouraged in part by what appears to be an increasing demand for instruction in popular genres that is not being met in the public schools. Corporate entities that sell music instruction have reached unprecedented levels of cultural saturation and student interest. With their successes have come a number of new teaching models, philosophies, and innovative ways for students to engage with music. However, these experiences may come at a cost, particularly to equal access by disadvantaged populations who might not be able to pay for said services. This article examines the popular music education (PME) franchise and its budding relationship with public school music education.

scholarly journals Curriculum development as a tool for professional development

2021 ◽  
Vol 1 (2) ◽  
pp. 29-43
Author(s):  
Khin Khin Thant Sin
Keyword(s):  
Curriculum Development ◽  
Teaching And Learning ◽  
Work Performance ◽  
Basic Education ◽  
National Curriculum ◽  
Matter Content ◽  
Teacher Participation ◽  
School Teachers ◽  
Individual Interviews ◽  
The Subject

This study investigates teacher participation in national curriculum development in Myanmar. The purpose of this study is to explore teacher learning and reflection during the process of curriculum development through collaboration and communication. A qualitative research method has been applied in this study. Six participants participated in the study through individual interviews. The participants include six school teachers from Basic Education High Schools, specifically, two curriculum developers, two teachers who delivered the subject content of the new curriculum to their colleagues and two school teachers who were trainees for the content. The results showed that teachers experienced significant development in their professional knowledge, especially in their understanding and connection to the subject matter content across different grades and pedagogical content knowledge when they learnt from their colleagues. Moreover, the results also highlighted improvement in their reflective thinking and analytical skills. Because of the challenging tasks during the curriculum development process, teachers became more motivated in their teaching and learning which led to enhance their work performance.

The Art of Songwriting, Andrew West (2016)

2019 ◽  
Vol 3 (1) ◽  
pp. 151-154
Author(s):  
Chapman Hill Stuart
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Music Teaching ◽  
Rich Variety ◽  
Rich Diversity ◽  
School Music ◽  
The Rich

The author reviews The Art of Songwriting, written by veteran songwriter Andrew West, who oversees a postgraduate course at Leeds College of Music. The book benefits greatly from the author’s encyclopaedic knowledge of songs and songwriters, and a rich variety of examples permeates the book. As a result, the book is not a simple ‘how-to’ volume, but rather captures the rich diversity of approaches and techniques professional songwriters employ. A different, tighter organizational scheme might help the book’s wisdom be digestible for the reader to consolidate and retain all the knowledge the book has to offer. Still, the book is a welcome contribution to an understudied field, especially as music education scholars seek to diversify the musics that define school music teaching and learning.

Missing solemnis: reforming music in schools

1998 ◽  
Vol 15 (3) ◽  
pp. 255-262 ◽  
Author(s):  
Malcolm Ross
Keyword(s):  
Music Education ◽  
Summer School ◽  
Music Teachers ◽  
National Curriculum ◽  
The Other ◽  
School Of Music ◽  
The Arts ◽  
School Music ◽  
Curriculum Reforms ◽  
International Summer School

This paper is intended as a sequel to my earlier paper, ‘What's Wrong with School Music? (BJME 1995, 12, 185-201). It carries an account of recent research into the arts in secondary schools which suggests that, despite National Curriculum reforms and innovations, music still lags behind the other arts in the general esteem of students. The paper proposes that the trouble with music in schools is that it has failed to modernise, that is, that it has somehow been impervious to the creative developments in classical and popular music. Robert Witkin's Art and Social Structure (1995) provides a theoretical account of modernism. The baleful influence of Hymns Ancient and Modern on generations of music teachers is condemned. Cited by way of contrast are two examples of a fully modem music education discovered at the Dartington International Summer School of Music. These, it is argued, capture the participatory ethos promoted in the Anthony Everitt's recent Gulbenkian publication Joining In.

Professors' and trainees' perceptions of educational quality as related to preconditions of deep learning in musikdidaktik

2008 ◽  
Vol 25 (2) ◽  
pp. 177-191 ◽  
Author(s):  
Cecilia Ferm ◽  
Geir Johansen
Keyword(s):  
Deep Learning ◽  
Learning Styles ◽  
Music Education ◽  
Teaching And Learning ◽  
Institutional Culture ◽  
Music Teacher ◽  
Teacher Trainees ◽  
External Relations ◽  
The Subject

Interview-based case studies, involving two institutions, four professors and 11 music teacher trainees were conducted in order to investigate the preconditions for deep learning in the subject of higher music education called musikdidaktik. Analysis was based on the ‘didaktiktriangle’ which is a theoretical model that suggests the relations of the professor, trainee and the selected content as being at the core of any educational endeavour. The model helps to frame the debate about the quality of teaching and learning by highlighting the trainees’ learning as relational. Professors as well as trainees located preconditions for deep learning to relations within the didaktik triangle. Furthermore, it became apparent how those preconditions were connected to the institutional culture within which the triangle relations were played out. It is suggested that deep learning in musikdidaktik was regulated by how the teaching forms and the selected educational content gave space for trainees’ learning styles, strategies and approaches. Furthermore, the learning was affected by the musikdidaktik subject's low status within the institutional culture and its external relations to the trainees’ practical teaching training.

Modern Band: A Review of Literature

2021 ◽  
pp. 875512332098852
Author(s):  
Bryan Powell
Keyword(s):  
United States ◽  
Literature Review ◽  
Music Education ◽  
Popular Music ◽  
Teaching And Learning ◽  
The United States ◽  
Music Programs ◽  
Future Research ◽  
School Music ◽  
K 12

The recent increase in popular music education in K–12 school music programs is in part due to the expansion of modern band programming throughout the United States. Modern band is a term used to describe school music ensembles that include popular music instruments and focus on performing music that is meaningful to the students while incorporating songwriting. The purpose of this literature review was to examine relevant research related to modern band music programs in the United States and provide implications for music teaching and learning. Music researchers and professionals have recently addressed specific issues related to increasing the diversity of school music programs, addressing elements of culturally responsive curricula, and positively affecting the social and emotional development of students through modern band. Throughout this literature review, I provide implications for music teachers and discuss areas for future research.

scholarly journals ‘Same, same, but different?!’ Investigating diversity issues in the current Austrian National Curriculum for Physical Education

2021 ◽  
pp. 1356336X2110270
Author(s):  
Stefan Meier ◽  
Andreas Raab ◽  
Brigitta Höger ◽  
Rosa Diketmüller
Keyword(s):  
Physical Education ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
National Curriculum ◽  
Analysis Process ◽  
Recent Reform ◽  
Stage Process ◽  
Diversity Issues ◽  
The Subject ◽  
Curriculum Reforms

Discussions on educational policy are shaped by current societal transformations associated with diversity. At the same time, the most recent reform of the Austrian National Curriculum for Physical Education (NCPE) was driven by the desire to stipulate standardised learning outcomes. Building upon Bernstein's framework, this paper explores to what extent issues of diversity are addressed in curricular documents, which inform and structure teaching and learning processes. Based on a qualitative content analysis, the General National Curriculum (GNC) and the latest NCPE were investigated. In a two-stage process, combining predetermined and emerging coding, significant themes were developed throughout the data analysis process. The findings demonstrate differing understandings of what diversity means and how it should be taken into consideration, indicating a less comprehensive way in the NCPE compared to the GNC. Since a uniform understanding of diversity is missing, this ambiguity fails to comply with a NC’s function to act as a systematic framework for teachers. There is friction at the level of education policy, as the NCPE should both reflect generally acknowledged societal transformations associated with diversity and be standardised at the same time. The paper concludes that future curriculum reforms should specifically address diversity-sensitive teaching and learning within the subject in a more comprehensive way, interlink the GNC and NCPE precisely and rethink the tension between diversity and standardisation in the NCPE.

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