Music Education in the 21st Century in the United Kingdom: Achievements, Analysis and Aspirations PDF
Preview Music Education in the 21st Century in the United Kingdom: Achievements, Analysis and Aspirations
MS Music Education in the 21st Century in the u us sa icn United Kingdom E H da uclla Achievements, analysis and aspirations am t io a nn Edited by Susan Hallam and Andrea Creech id n A thn ed 2re 1a st C r Ce ee nc th u ry(e d ins. ) t h e U n i t e d K i n g d o m Institute of Education, London 20 Bedford Way London WC1H 0AL ioe.ac.uk/publications Hallam_Creech_music_main_n.indd 1 18/06/2010 16:25 ‘As a reader from abroad, I found this collection to be a major achievement for music education in the United Kingdom. The United States and its music education leadership have much to learn from the chapters in this book. It shows not only how our two cultures struggle with the same fascinating challenges for music teaching and learning but also how we can be inspired to work for reform. Books like this are vital for all interested in the future of music education here and around the world.’ Peter R. Webster, John W. Beattie Professor of Music Education and Technology, Henry and Leigh Bienen School of Music, Northwestern University, USA ‘The transformational power of music education is illuminated throughout every page of this remarkable book. The authors vividly illuminate its wide-ranging position in society, constantly challenging the reader with new insights that relate to both the art and science of music-making. In a society that increasingly values visual stimulus and instant gratification, music can sometimes seem peripheral and little more than ornamental. In reality it has the capability to change lives, an inspirational message communicated here with passion and conviction. A virtuoso and aspirational achievement!’ Professor Colin Lawson, Director, Royal College of Music, London, UK ‘Based on excellent summaries which link research and theory with exemplars of teaching and learning practices in music education in the United Kingdom, this book presents a great starting point for new entrants to the profession as well as a valuable source of reflection for more experienced colleagues.’ Dr Pamela Burnard, Senior Lecturer, Faculty of Education, University of Cambridge, UK ‘This is an indispensible book for all those involved in music education. It gives a comprehensive overview and explores and analyses the current state of music education in the UK in the twenty-first century.’ Dr Martin Fautley, Director of Music Education Research Centre (MERC), Faculty of Education, Birmingham City University, UK ‘I think the book is excellent, an essential companion for anyone in music education, whether they are a trainer, teacher or manager. At this time of significant change I believe music education provides an excellent tool to help us plan and develop future learning opportunities.’ Mr Peter Chivers, Director of the National Association of Music Educators (NAME), Head of Brighton and Hove City, Music, Arts and Study Support and Trustee of Rhythmix, UK Music Education in the 21st Century in the United Kingdom The Bedford Way Papers Series 20 Childhood in Generational Perspective Edited by Berry Mayall and Hela Zeiher 21 Homework: The evidence Susan Hallam 22 Teaching in Further Education: New perspectives for a changing context Norman Lucas 23 Legalised Leadership: Law-based educational reform in England and what it does to school leadership and headteachers Dan Gibton 24 Theorising Quality in Higher Education Louise Morley 25 Music Psychology in Education Susan Hallam 26 Policy-making and Policy Learning in 14–19 Education Edited by David Raffe and Ken Spours 27 New Designs for Teachers’ Professional Learning Edited by Jon Pickering, Caroline Daly and Norbert Pachler 28 The Dearing Report: Ten years on Edited By David Watson and Michael Amoah 29 History, Politics and Policy-making in Education: A festschrift presented to Richard Aldrich Edited by David Crook and Gary McCulloch 30 Public Sector Reform: Principles for improving the education system Frank Coffield, Richard Steer, Rebecca Allen, Anna Vignoles, Gemma Moss and Carol Vincent 31 Educational Resource Management: An international perspective Derek Glover and Ros Levačić 32 Education in a Global City: Essays from London Edited by Tim Brighouse and Leisha Fullick 33 Exploring Professionalism Edited by Bryan Cunningham A full list of Bedford Way Papers, including earlier books in the series, can be requested by emailing [email protected] Music Education in the 21st Century in the United Kingdom Achievements, analysis and aspirations Edited by Susan Hallam and Andrea Creech Institute of Education, University of London Bedford Way Papers First published in 2010 by the Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL www.ioe.ac.uk/publications © Institute of Education, University of London 2010 British Library Cataloguing in Publication Data: A catalogue record for this publication is available from the British Library ISBN 978 0 85473 899 1 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. Typeset by Quadrant Infotech (India) Pvt Ltd Printed by ImageData Group Contents Acknowledgements ix Preface xi Notes on contributors xiii PART 1 INTRODUCTION 1 The power of music: its impact on the intellectual, personal and social development of children and young people 2 Susan Hallam 2 Contextualising music education in the UK 18 Pauline Adams, Hilary McQueen, Susan Hallam PART 2 CURRENT ISSUES IN MUSIC EDUCATION 3 Music for all 36 Graham Welch and Adam Ockelford 4 Listening 53 Susan Hallam 5 The role of singing 69 Jo Saunders, Maria Varvarigou and Graham Welch 6 Learning to play an instrument 85 Susan Hallam and Andrea Creech 7 Creativity 105 Susan Hallam and Lynne Rogers 8 The role of technology 123 Evangelos Himonides and Ross Purves 9 Issues of assessment and performance 141 Ioulia Papageorgi and Susan Hallam 10 Learning through life 159 Hilary McQueen and Maria Varvarigou 11 The initial and ongoing education of music teachers 176 Colin Durrant and Kate Laurence PART 3 CONTEXTS OF LEARNING 12 Music in the early years 194 Andrea Creech and Jessica Ellison 13 Music in the primary school 211 Jessica Ellison and Andrea Creech 14 Music in the secondary school 228 Hilary McQueen and Susan Hallam 15 Music in further education colleges 245 John Conlon and Lynne Rogers 16 Music in universities and conservatoires 260 Helena Gaunt and Ioulia Papageorgi 17 Music Services 279 Lynne Rogers and Susan Hallam 18 The music studio 295 Andrea Creech 19 The role of music leaders and community musicians 314 Andrea Creech 20 Where now? 329 Susan Hallam and Andrea Creech Index 347 Acknowledgements The authors would like to thank all of the contributors to this book, and also the reviewers who provided useful guidance on the proposal for this book, who include Dr Pamela Burnard, University of Cambridge; Dr Michael Fautley, Birmingham City University; Professor Peter R Webster, Northwestern University School of Music, USA; Ms Karen Brock, Tower Hamlets Arts and Music Education Service (THAMES), London Borough of Tower Hamlets; Mr Stuart Whatmore, THAMES; and David Watson, Principal, Green Templeton College, Oxford. The author and publisher gratefully acknowledge the permission granted to reproduce copyright material in this book. Figure 3.2 reprinted with permission from the Australian Society for Music Education Inc. (ASME) Publications: Cheng, E., Ockelford, A. and Welch, G.F. (2009) ‘Researching and developing music provision in Special Schools in England for children and young people with complex needs’. Australian Journal of Music Education, (2), 27–48. Figure 4.1 reprinted with permission from Professor Albert LeBlanc: ‘A model of sources of variation in musical taste’ (LeBlanc, 1980, © Music Educators National Conference). Figures 8.1 and 8.2 reprinted with permission from The Associated Board of the Royal Schools of Music (ABRSM) and Soundjunction: <http://www. soundjunction.org>. Boxes 4.1 and 4.2 reprinted with permission from Sharon Green: Green, S. (2009) ‘Improving motivation for music at Key Stage 3’. In D. Bray (ed), Creating a musical School. Oxford: Oxford University Press (pp. 95-119). Box 5.1 reprinted with permission from Susan Knight: Knight, S. (2010). ‘A Study of Adult Non-Singers in Newfoundland’. Unpublished PhD Thesis, Institute of Education, University of London.
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