Hostname: page-component-8448b6f56d-xtgtn Total loading time: 0 Render date: 2024-04-16T19:22:01.242Z Has data issue: false hasContentIssue false
  • English
  • Français

Growing Musicians in English secondary schools at Key Stage 3 (age 11–14)

Published online by Cambridge University Press:  07 September 2017

Christopher Dalladay
Christopher Dalladay*
Affiliation:
University of East London, Sir John Cass School of Education and Communities, Water Lane, Stratford, London E15 4LZc.dalladay@uel.ac.uk
Get access Rights & Permissions [Opens in a new window]

Abstract

The National Curriculum for Music in England at Key Stage 3 (KS3; age 11–14) declares its purpose that pupils should be inspired to ‘develop a love of music and their talent as musicians’ (DfE, 2013: KS3 Music). The Office for Standards in Education (Ofsted) have criticised secondary schools for a lack of progress in the musical development of pupils (e.g. Ofsted, 2012). This paper reports on an exploratory study into how far class music lessons at KS3 provide for the development of the musician and the relationship between the musical values of music teachers and classroom practice. The research centres on an investigation into the place of musical competencies in music learning and the contexts within which musicianship can develop. It concludes that classroom music lessons have a tendency to focus more on presenting pupils with a range of ‘taster’ musical experiences than in the development of musicians.

Type
Research Article
Information
British Journal of Music Education , Volume 34 , Issue 3 , November 2017 , pp. 321 - 335
Check for updates
Copyright
Copyright © Cambridge University Press 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

BANNAN, N. (2002) Developing vocal skills in the secondary classroom. In Spruce, G. (Ed.), Aspects of Teaching Secondary Music: Perspectives on Practice (pp. 106–120). London: Routledge Falmer.Google Scholar
BEN–TOVIM, A. (1979) Children and Music. London: A&C Black.Google Scholar
BIBBY, H. (2013) The problems of school music: Self-efficacy and musical identities in years 7, 8 and 9. In Finney, J. & Laurence, F. (Eds.), Masterclass in Music Education: Transforming Teaching and Learning (pp. 139–150). London: Bloomsbury Publishing Plc.Google Scholar
BORTHWICK, S. J. & DAVIDSON, J. W. (2012) Developing a child's identity as a musician: A family ‘script’ perspective. In Macdonald, R., Hargreaves, D. & Miell, D. (Eds.), Musical Identities (pp. 60–78). Oxford: Oxford University Press.Google Scholar
BRAY, D. (2000) An examination of GCSE music uptake rates. British Journal of Music Education, 17 (1), 79–89.CrossRefGoogle Scholar
BRYMAN, A. (2012) Social Research Methods. Oxford: Oxford University Press. Google Scholar
CLARKE, E., DIBBEN, N. & PITTS, S. (2010) Music and Mind in Everyday Life. Oxford: Oxford University Press.Google Scholar
COOKE, C., EVANS, K., PHILPOTT, C. & SPRUCE, G. (2016) Learning to Teach Music in the Secondary School. Abingdon: Routledge. Google Scholar
CREECH, A., SAUNDERS, J. & WELCH, G. (2015) Musical Pride: Music Education in Plural Communities (draft report). London: University College London, Institute of Education; for ‘The Mix’, Luton, Slough.Google Scholar
CROSS, I. (2006) Music and social being. Musicology Australia, 28, 114–126.Google Scholar
DALLADAY, C. (2014) The Biography of Music Teachers, their Understanding of Musicality and the Implications for Secondary Music Education. Unpublished PhD Thesis. University of East London.Google Scholar
DEPARTMENT FOR EDUCATION (DfE) (2011) The importance of Music: A National Plan for Music Education. London: Department for Education.Google Scholar
DEPARTMENT FOR EDUCATION (DfE) (2013) The National Curriculum in England: Framework Document. London: Department for Education.Google Scholar
DURRANT, C. & LAURENCE, K. (2010) The initial and ongoing education of music teachers. In Hallam, S., & Creech, A. (Eds.), Music Education in the 21st Century in the United Kingdom (pp. 176–191). London: Institute of Education, University of London.Google Scholar
FLETCHER, P. (1989) Education and Music. Oxford: Oxford University Press.Google Scholar
GREEN, L. (2002) How Popular Musicians Learn. Aldershot: Ashgate.Google Scholar
GREEN, L. (2008) Music, Informal Learning and the School: A New Classroom Pedagogy. Aldershot: Ashgate.Google Scholar
HALLAM, S. (2006) Music Psychology in Education. London: Institute of Education, University of London. Google Scholar
HALLAM, S. (2011) Culture, musicality and musical expertise. In Barrett, M. S. (Ed.), A Cultural Psychology of Music Education (pp. 201–224). Oxford: Oxford University Press.Google Scholar
HARGREAVES, D.J. (1986) The Developmental Psychology of Music. Cambridge: Cambridge University Press.Google Scholar
HARGREAVES, D., MIELL, D. & MacDONALD, R. (2002) What are musical identities, and why are they important? In MacDonald, R., Hargreaves, D. & Miell, D. (Eds.), Musical Identities (pp. 1–20). Oxford: Oxford University Press.Google Scholar
HARRIS, R. & HAWKSLEY, E. (1989) Composing in the Classroom. Cambridge: Cambridge University Press.Google Scholar
HARRISON, C. & McCULLOUGH, L. (Eds.) (2011) Musical Pathways. Solihull: National Association of Music Educators (NAME).Google Scholar
JAFFURS, S. (2004) Developing musicality: formal and informal practices. Action, Criticism, and Theory for Music Education, 3 (3)(December 2004). http://act.maydaygroup.org/articles/Jaffurs3_3.pdf (Retrieved 15/10/2013).Google Scholar
KEMP, A. (1996) The Musical Temperament. Oxford: Oxford University Press.Google Scholar
LAMONT, A. (2002) Musical identities and the school environment. In MacDonald, R., Hargreaves, D. & Miell, D. (Eds.), Musical Identities (pp. 41–59). Oxford: Oxford University Press.CrossRefGoogle Scholar
LEHMANN, A. C. & GRUBER, H. (2006) Music. In Ericsson, K., Charness, N., Feltovich, P. & Hoffman, R. (Eds.), The Cambridge Handbook of Expertise and Expert Performance (pp. 457–470). Cambridge: Cambridge University Press.Google Scholar
McPHERSON, G., DAVIDSON, J. & FAULKENER, R. F. (2012) Music in Our Lives. Oxford: Oxford University Press.Google Scholar
MILLS, J. (2005) Music in the School. Oxford: Oxford University Press.Google Scholar
MÜLLENSIEFEN, D., GINGRAS, B. & STEWART, L. (2011) How Musical Are You? http://www.bbc.co.uk/labuk/articles/musicality/ (Retrieved 30/03/2011, page since removed).Google Scholar
OFFICE FOR STANDARDS IN EDUCATION (Ofsted) (2012) Music in Schools: Wider Still, and Wider; Quality and Inequality in Music Education 2008–11. London: Ofsted. Available for download at http://www.ofsted.go.uk Google Scholar
PAYNTER, J. (1982) Music in the Secondary School Curriculum. Cambridge: Cambridge University Press.Google Scholar
PAYNTER, J. (1994) The composer as educator: things that matter. In Heister, H.–W., Hesiter–Grech, K. & Scheidt, G. (Eds.), Zwischen Aufklärung und Kulturindustrie/Festschrift für Georg Knepler zum 85 Gerburtstag. III Music/Gesellchaft (pp. 45–54). Hamburg: Von Bockel Verlag.Google Scholar
PFLEDERER, M. (1963) The nature of musicality. Music Educators Journal. 49 (6), 49–52.Google Scholar
ROGERS, R. (2002) Creating a Land with Music: The Work, Education and Training of Professional Musicians in the 21st Century. London: Youth Music.Google Scholar
SAUNDERS, J. (2008) The Music Classroom: Pupils’ Experience and Engagement During Adolescence. (Unpublished PhD Thesis). Institute of Education, University of London.Google Scholar
SAUNDERS, J. & WELCH, G. (2012) Communities of Music Education: A Pilot Study. London: Institute of Education, University of London.Google Scholar
SAVAGE, J. (Ed.) (2013) The Guided Reader to Teaching and Learning Music. Abingdon: Routledge.Google Scholar
SPRUCE, G. (2012) Musical knowledge, critical consciousness and critical thinking. In Philpott, C. & Spruce, G. (Eds.), Debates in Music Teaching (pp. 185–196). London: Routledge.Google Scholar
SPRUCE, G. & MATTHEWS, F. (2012) Musical ideologies, practices and pedagogies. In Philpott, C. & Spruce, G. (Eds.) Debates in Music Teaching (pp. 118–134). London: Routledge.Google Scholar
WELCH, G. (2001) The Misunderstanding of Music: Inaugural Lecture. London: Institute of Education, University of London.Google Scholar
WELCH, G. (2003) The importance of singing. In Paterson, A. & Bentley, E. (Eds.), Bluebirds and Crows: Developing a Singing Culture in and out of School (pp. 2–5). Matlock: National Association of Music Educators (NAME).Google Scholar
WELCH, G. (2006) Singing and vocal development. In McPherson, G. (Ed.) The Child as Musician (pp. 311–329). Oxford: Oxford University Press.Google Scholar
WELCH, G. (2012) Musical creativity, biography, genre and learning. In Hargreaves, D. J., Miell, D. E. & MacDonald, R. A. R. (Eds.) Musical Imaginations: Multidisciplinary Perspectives on Creativity, Performance and Perception (pp. 385–398). Oxford: Oxford University Press.Google Scholar
WELCH, G. et al. (2008) Investigating Musical Performance (IMP): Comparative Studies in Advanced Musical Learning. Swindon: Economics and Social Research Council.Google Scholar
WELCH, G., PURVES, R., HARGREAVES, D. & MARSHALL, N. (2010) Reflections on the ‘Teacher Identities in Music Education [TIME] Project’. Action, Criticism & Theory for Music Education, 9 (2), 11–32. http://act.maydaygroup.org/articles/Welch9_2.pdf (Retrieved 02/10/2016).Google Scholar
WRIGHT, R. (2012) Policy and practice in music education: A sociological perspective. In Philpott, C. & Spruce, G. (Eds.), Debates in Music Teaching (pp. 20–32). London: Routledge.Google Scholar
YORK, N. (2001) Valuing School Music: A Report on School Music. University of Westminster & Rockschool Ltd.Google Scholar