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  • Cited by 8
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    This article has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Ho, Wai-Chung 2014. Music education curriculum and social change: a study of popular music in secondary schools in Beijing, China. Music Education Research, Vol. 16, Issue. 3, p. 267.

    Davis, 2013. Informal Learning Processes in an Elementary Music Classroom. Bulletin of the Council for Research in Music Education, Issue. 198, p. 23.

    Green, Lucy 2010. Response. British Journal of Music Education, Vol. 27, Issue. 01, p. 89.

    Herrera, Lucía Cremades, Roberto and Lorenzo, Oswaldo 2010. Preferencias musicales de los estudiantes de Educación Secundaria Obligatoria: influencia de la educación formal e informal. Cultura y Educación, Vol. 22, Issue. 1, p. 37.

    Kokotsaki, Dimitra 2010. Musical involvement outside school: How important is it for student-teachers in secondary education?. British Journal of Music Education, Vol. 27, Issue. 02, p. 151.

    Joseph, Dawn and Southcott, Jane 2009. ‘Opening the doors to multiculturalism’: Australian pre-service music teacher education students’ understandings of cultural diversity. Music Education Research, Vol. 11, Issue. 4, p. 457.

    Spencer, Piers 2008. Reflections on my time as a joint editor. British Journal of Music Education, Vol. 25, Issue. 03, p. 245.

    Green, Lucy 2005. Musical Meaning and Social Reproduction: A case for retrieving autonomy. Educational Philosophy and Theory, Vol. 37, Issue. 1, p. 77.


From the Western classics to the world: secondary music teachers' changing attitudes in England, 1982 and 1998

  • Lucy Green (a1)
  • DOI:
  • Published online: 01 March 2002

Two parallel samples of secondary music teachers in England, taken from 1982 and 1998, reveal similarities and differences in their evaluations and uses of twentieth- and pre-twentieth-century Western classical music, folk music, popular music, jazz and ‘world’ music. Least change occurs with relation to folk and pre-twentieth-century classical music; most with relation to popular and world music. The status of classical music is high in each of the two time periods, but in different ways. By the end of the century, teachers' views of musical value had, overall, shifted radically towards more global perspectives, and their classroom approaches included far more integrated practical work involving performing, composing and listening, with an emphasis on cross-stylistic comparisons and musical universals.

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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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