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Choosing music: exploratory studies into the low uptake of music GCSE

  • Alexandra Lamont (a1) and Karl Maton (a2)
  • DOI: http://dx.doi.org/10.1017/S0265051708008103
  • Published online: 01 November 2008
Abstract

School music has a comparatively low take-up rate as a qualification among English secondary school pupils. Existing research on the issue has proffered possible reasons for this phenomenon but has generally been piecemeal and undertheorised. This paper sets out a fresh theoretical perspective capable of providing a basis for systematic empirical research, and discusses the results of two exploratory studies. Drawing on legitimation code theory, a new approach in the sociology of education that focuses on the basis of achievement within educational contexts, the paper analyses National Curriculum, GCSE syllabi and pupils' attitudes towards a range of school subjects, including music. The documentary analysis highlights that earlier stages of the music curriculum emphasise either musical knowledge or musical dispositions of knowers, but music at GCSE level represents an ‘elite code’ where achievement depends upon both possessing specialist knowledge and being the right kind of knower. The study of pupils' attitudes suggests this code shift is recognised by pupils and may play a role in the low uptake of music for GCSE study. This new framework offers a firmer foundation for future empirical research into attitudes towards school subjects and subject choices.

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K. ADEY & M. BIDDULPH (2001) ‘The influence of pupil perceptions on subject choice at 14+ in geography and history’, Educational Studies, 27 (4), 439450.

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D. BRAY (2000) ‘An examination of GCSE music uptake rates’, British Journal of Music Education, 17 (1), 7989.

C. BROWN (2001) ‘Can legislation reduce gender differences in subject choice? A survey of GCSE and A level entries between 1970 and 1995’, Educational Studies, 27 (2), 173186.

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L. GREEN (2001) How Popular Musicians Learn. Aldershot: Ashgate.

L. GREEN (2006) ‘Popular music education in and for itself, and for ‘other’ music: current research in the classroom’, International Journal of Music Education, 24 (2), 101118.

N. A. MARSHALL & D. J. HARGREAVES (2007) ‘Crossing the hump-back bridge: Primary-secondary school transition in music education’, Music Education Research, 9 (1), 6580.

K. MATON (2000) ‘Languages of legitimation: the structuring significance for intellectual fields of strategic knowledge claims’, British Journal of Sociology of Education, 21 (2), 147167.

J.A. SLOBODA (2001) ‘Emotion, functionality, and the everyday experience of music: where does music education fit?’, Music Education Research, 3 (2), 243254.

H. G. VAN DE WERFHORST , A. SULLIVAN & S. Y. CHEUNG (2003) ‘Social class, ability and choice of subject in secondary and tertiary education in Britain’. British Educational Research Journal, 29 (1), 4162.

M. WARRINGTON , M. YOUNGER & J. WILLIAMS (2000) ‘Student attitudes, image and the gender gap’, British Educational Research Journal, 26 (3), 393407.

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British Journal of Music Education
  • ISSN: 0265-0517
  • EISSN: 1469-2104
  • URL: /core/journals/british-journal-of-music-education
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