Skip to main content
×
Home

Pupil voice and attitudes to music during the transition to secondary school

  • Dimitra Kokotsaki (a1)
Abstract

Pupil voice research has been recognised in the last 15 years for its potential to re-shape the conditions of learning and help raise child engagement and standards of achievement. In music education, however, there still seems to exist a misalignment between the content of the curriculum and pupils’ learning expectations and interests. The aim of this study was to explore pupils’ views about school music during the transition to secondary school and identify which components of their music lessons contribute to them feeling happier about music at school. The analysis of interview and questionnaire data revealed some pupils’ disillusionment about music at the beginning of secondary school when their initial high expectations about opportunities for practical musical involvement were not met.

Copyright
References
Hide All
ÅKERLIND G. S. (2005) Variation and commonality in phenomenographic research methods. Higher Education Research and Development, 24 (4), 321334.
BASSEY M. (2001) A solution to the problem of generalisation in educational research: fuzzy prediction. Oxford Review of Education, 22 (1), 522.
BENYON J. (1985) Initial Encounters in the Secondary School: Sussing, Typing and Coding. Lewes: Falmer Press.
BRAUND M. & DRIVER M. (2005) Pupils’ perceptions of practical science in primary and secondary school: implications for improving progression and continuity of learning. Educational Research, 47 (1), 7791.
BURNARD P. & BJÖRK C. (2010) Using student voice research to understand and improve musical learning. In Finney J. & Harrison C. (Eds.), Whose music education is it? The role of the student voice (pp.2432). West Midlands: National Assocation of Music Educators.
CABEDO-MAS A. & DIAZ-GOMEZ M. (2013) Positive musical experiences in education: music as a social praxis. Music Education Research, 15 (4), 455470.
CAPEL S., ZWOZDIAK-MYERS P. & LAWRENCE J. (2004) Exchange of information about physical education to support the transition of pupils from primary and secondary school. Educational Research, 46 (3), 283300.
CORTINA J. M. (1993) What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78 (1), 98104.
D'AMORE A. (2009) Musical Futures: an approach to teaching and learning. London: Paul Hamlyn Foundation. Available at: https://www.musicalfutures.org/resource/27232/title/musicalfuturesanapproachtoteachingandlearning [accessed 13 March 2014]
DEPARTMENT FOR EDUCATION AND SKILLS. (2004) Curriculum continuity: effective transfer between primary and secondary schools. Key Stage 3 National Strategy. London: UK.
FERGUSON P. D. & FRASER B. J. (1998) Student gender, school size and changing perceptions of science learning environments during the transition from primary to secondary school. Research in Science Education, 28 (4), 387397.
FLUTTER J. (2010) In Finney J. & Harrison C. (Eds.), Whose Music Education Is It? The Role of the Student Voice (pp.1623). West Midlands: National Association of Music Educators.
GALTON M. (2002) Continuity and progression in science teaching at key stages 2 and 3. Cambridge Journal of Education, 32 (2), 249265.
GALTON M., GRAY J. & RUDDOCK J. (2003) Transfer and Transition in the Middle Years of Schooling (7–14): Continuities and Discontinuities in Learning. Department for Education and Skills, Research Report RR443. Nottingham: DfES Publications.
GILLISON F., STANDAGE M. & SKEVINGTON S. (2008) Changes in quality of life and psychological need satisfaction following the transition to secondary school. British Journal of Educational Psychology, 78 (1), 149162.
GOWER A. (2012) Integrating informal learning approaches into the formal learning environment of mainstream secondary schools in England. British Journal of Music Education, 29 (1), 1318.
GREEN L. (2008) Music, Informal Learning and the School: A New Classroom Pedagogy. Aldershot: Ashgate.
HALLAM S., CREECH A., RINTA T. & SHAVE K. (2009) EMI Music Sound Foundation: Evaluation of the Impact of Additional Training in the Delivery of Music at Key Stage 1: Final report. London: Institute of Education, University of London.
HALLAM S., CREECH A. & MCQUEEN H. (2011) Musical Futures: a Case Study Investigation, Final Report from the Institute of Education, University of London for the Paul Hamlyn Foundation. London: Institute of Education, University of London.
HARGREAVES L. & GALTON M. (2002) Transfer from the Primary Classroom: 20 Years On. London: Routledge Falmer.
KOKOTSAKI D. (2015) Improving the Primary-Secondary Transition in Music Education. London: Nuffield Foundation.
KOKOTSAKI D. (2016) Pupils' attitudes to school and music at the start of secondary school. Educational Studies, 42 (2), 201220.
LAMONT A., HARGREAVES D. J., MARSHALL N. & TARRANT M. (2003) Young people's music in and out of school. British Journal of Music Education, 20 (3), 113.
LAMONT A. & MATON K. (2008) Choosing music: exploratory studies into the low uptake of music GCSE. British Journal of Music Education, 25 (3), 267282.
LUCEY H. & REAY D. (2000) Identities in transition: anxiety and excitement in the move to secondary school. Oxford Review of Education, 26 (2), 191205.
MARSHALL N. A. & HARGREAVES D. J. (2007) Crossing the humpback bridge: primary-secondary school transition in music education. Music Education Research, 9 (1), 6580.
MARSHALL N. A. & HARGREAVES D. J. (2008) Teachers’ views of the primary-secondary transition in music education in England. Music Education Research, 10 (1), 6374.
MARTON F. (1981) Phenomenography: Describing conceptions of the world around us. Instructional Science, 10 (2), 177200.
MARTON F. & BOOTH S. (1997) Learning and Awareness. Hillsdale, NJ: Lawrence Erlbaum.
MCQUEEN H. & HALLAM S. (2010) Music in the secondary school. In Hallam S. and Creech A. (Eds.) Music Education in the 21st Century in the United Kingdom: Achievements, Analysis and Aspirations, (pp. 228244). University of London, Institute of Education: Bedford Way Papers.
MEASOR L. & WOODS P. (1984) Changing Schools. Milton Keynes: Open University Press.
MIDGLEY C., FELDLAUFER H. & ECCLES J. S. (1988) The transition to junior high school: Beliefs of pre- and post-transition teachers. Journal of Youth and Adolescence, 17 (6), 543562.
MILLS J. (1996) Starting at secondary school. British Journal of Music Education, 13 (1), 514.
MUHR T. (1997) ATLAS.ti Software – User's Manual. Berlin: Scientific Software Development.
OFFICE FOR STANDARDS IN EDUCATION (Ofsted). (1993) Annual report of Her Majesty's Chief Inspector of Schools: Standards and Quality in Education 1992–93. London: Ofsted.
OFFICE FOR STANDARDS IN EDUCATION (Ofsted). (1999) Ofsted Subject Reports: Secondary Music. London: Ofsted.
OFFICE FOR STANDARDS IN EDUCATION (Ofsted). (2004) Provision of Music Services in 15 Local Education Authorities. London: Ofsted.
OFFICE FOR STANDARDS IN EDUCATION (Ofsted). (2009) Making More of Music: an Evaluation of Music in Schools 2005-08 (No. 080235). London: Ofsted.
OFFICE FOR STANDARDS IN EDUCATION (Ofsted). (2011) The Annual Report of Her Majesty's Chief Inspector for Education, Children's Services and Skills. London: Ofsted.
OFFICE FOR STANDARDS IN EDUCATION (Ofsted). (2012) Music in Schools: Wider Still and Wider. London: Ofsted.
PELL A. (2009) Is there a crisis in the lower secondary school? In Galton M., Steward S., Hargreaves L., Page C. & Pell A. (Eds.), Motivating your secondary class (pp.136). London: Sage Publications.
QUALTER P., WHITELEY H. E., HUTCHINSON J. M. & POPE D. J. (2007) Supporting the development of emotional intelligence competencies to ease the transition from primary to high school. Educational Psychology in Practice: theory, research and practice in educational psychology, 23 (1), 7995.
RUBIN H. J. & RUBIN I. S. (1995) Qualitative Interviewing: the Art of the Hearing Data. Thousand Oaks: Sage.
RUDDUCK J. (1999) Teacher practice and the student voice. In Lang M., Olson J., Hansen H. & Bunder W. (Eds.), Changing schools/changing practices: Perspectives on educational reform and teacher professionalism (pp. 4154). Louvain, Belgium: Garant Publishers.
SMITH D. J. (2006) School Experience and Delinquency at Ages 13 to 16. Edinburgh: Centre for Law and Society/University of Edinburgh.
SWANWICK K. (2012). What is musical development and can education make a difference? In Philpott C. & Spruce G. (Eds.), Debates in Music Teaching (pp. 6481). London and New York: Routledge.
SYMONDS J. (2015) Understanding School Transition: What Happens to Children and How to Help Them. London and New York: Routledge.
SYMONDS J. & GALTON M. (2014) Moving to the next school at age 10–14 years: An international review of psychological development at school transition. Review of Education, 2 (1), 127.
SYMONDS J. & HARGREAVES L. (2014) Emotional and motivational engagement at school transition: A qualitative study of stage-environment fit. The Journal of Early Adolescence, Online First (Nov 3, 2014).
TEMMERMAN N. (1993) School music experiences: how do they rate? Research Studies in Music Education, 1 (1), 5965.
WELCH G. F. & ADAMS P. (2003) How is Music Learning Celebrated and Developed? BERA professional user review. Institute of Education: University of London.
WIGFIELD A. & ECCLES J. S. (1994) Children's competence beliefs, achievement values, and general self-esteem: Change across elementary and middle school. The Journal of Early Adolescence, 14 (2), 107138.
WRIGHT R. (2008) Kicking the habitus: power, culture and pedagogy in the secondary school music curriculum. Music Education Research, 10 (3), 389402.
Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

British Journal of Music Education
  • ISSN: 0265-0517
  • EISSN: 1469-2104
  • URL: /core/journals/british-journal-of-music-education
Please enter your name
Please enter a valid email address
Who would you like to send this to? *
×

Metrics

Full text views

Total number of HTML views: 39
Total number of PDF views: 176 *
Loading metrics...

Abstract views

Total abstract views: 594 *
Loading metrics...

* Views captured on Cambridge Core between 24th October 2016 - 13th December 2017. This data will be updated every 24 hours.