Choosing to study music: student attitudes towards the subject of music in second-level education in the Republic of Ireland

Abstract

The present study aimed to identify student (16–18 years) attitudes towards the subject of music in second-level education in the Republic of Ireland. The study, framed by an interpretivist approach, employed qualitative data collection methods through interviews and focus groups. Findings indicate that student attitudes to music were influenced by the following factors: their innate interest in the subject, which was strengthened by an existing musical skill or talent, and the perceived use of the subject as a pathway for entry to further/higher education or for a student’s professional career. The findings also suggested that the music curriculum and the teaching style of the music teacher impacted student attitudes as did the appeal of the practical element of the subject, particularly with regard to the practical assessment component. Some interpretations of these findings are explored.

Factors Influencing the Choice of Music Studies in Malaysian Public Universities

“…Using qualitative approach, data collection was carried using interviews and focus groups. Throughout the findings, McCarthy et al (2019) found that the attitudes the students have towards music were affected by several factors. First up is their inner passion and interest for music, supported by their talent and capabilities in the field.…”

“…Students may encounter motivational factors and influences when choosing music studies. McCarthy, O'Flaherty and Downey (2019) studied the attitudes that students in the Republic of Ireland have against the music subject in secondary education. Using qualitative approach, data collection was carried using interviews and focus groups.…”

Why the arts are not considered core knowledge in secondary education: a Bernsteinian analysis

“…If colleges and universities do not ask for arts course credit for admission, there are no strategic reasons for students to acquire it during secondary school. Instead, students are likely to prioritize subjects of value to them for college entrance or employment (McCarthy et al, 2019;Tutt, 2014).…”

‘Chasing every mark’. High stakes assessment and curriculum narrowing: the case of disciplinary literacy in the Irish secondary music classroom

“…The report noted that 'Candidates responded well in questions where a choice of answers was presented to them but experienced difficulty in questions requiring descriptive or explanatory answers' (State Examination Commission [SEC], 2012, p. 11). This insight may serve to explain the documented reluctance amongst students in Ireland to choose an elective component other than performance in their Leaving Certificate exam (McCarthy et al, 2019;SEC, 2012). Recommendations for the development of music literacy in the Chief Examiner's 2012 report included, ensuring that 'students are provided with the vocabulary necessary to answer questions on different musical styles' and ensuring that students acquire the appropriate musical vocabulary necessary for more detailed explanations in their responses (SEC, 2012, p. 13).…”