Topic choices: Revealing concealed processes of curriculum sequencing in English secondary school Music classrooms

Anderson, Anthony

doi:10.1002/curj.118

Cited by 5 publications

(4 citation statements)

References 35 publications

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“…As music‐making has been closely linked to musical knowing (Spruce, 2016, p. 26, classes this as ‘embodied knowing’, for instance), this is a concerning development for classroom music‐making. Classroom music‐making involves pupils cooperating and working together to achieve their goals and such music‐making is a standard part of most music curricula (Anderson, 2022). Research appears to indicate that working in groups is also the pupils' preference when working on music‐creating tasks, including composition (Wood, 2022).…”

Section: Resultsmentioning

confidence: 99%

Teaching music unmusically: The impact of the COVID‐19 pandemic on secondary school music curricula in England

Anderson

2023

The Curriculum Journal

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The COVID‐19 pandemic, which emerged during 2020, had a wide‐ranging impact on all forms of social engagement in England until February 2022, when all COVID restrictions were lifted. Schools were widely affected during this time in both tangible and tacet interactions. The impact of COVID restrictions on curricula for 11–14‐year‐olds in the Key Stage 3 secondary music classroom in schools has been among the more hidden educational impacts, and research in this area has been limited. This article discusses research conducted between November 2020 and June 2021, which took the form of an online survey with 59 classroom music teachers and semi‐structured interviews with 12 music teacher participants. Adopting a methodology of descriptive coding and thematic analysis for interviews and open‐response survey questions, the findings reveal 10 unintended consequences of COVID‐19 safety measures for curriculum music teaching in schools. The article concludes by developing the concept of the ‘funnelling’ of music teaching during this time and explores the lasting impacts of such treatment, tracing the implications for the future of music curriculum in school and policy contexts.

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Section: Resultsmentioning

confidence: 99%

Teaching music unmusically: The impact of the COVID‐19 pandemic on secondary school music curricula in England

Anderson

2023

The Curriculum Journal

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“…That is, early exposure to music can equip learners with musical listening patterns developed for adults or adolescents (ibid). The above findings provide a basis for understanding the design of music programmes for 13-to 17year-olds (Anderson, 2021;Altenmüller, 2003;Hiller et al, 2016).…”

Section: Characteristics Of the Music Programme For 13-17-year-olds I...mentioning

confidence: 88%

“…At the same time, music psychology has received sufficient attention in music education (Cross, 2014). From neuroscience research on music processing, there is evidence that the brain can develop in very specific ways in response to specific activities involved in music lessons (Anderson, 2021;Hiller et al, 2016). The development or change in the brain is dependent on the amount of time the learner is involved in music learning.…”

Section: Characteristics Of the Music Programme For 13-17-year-olds I...mentioning

confidence: 99%

The impact of the music curriculum in China on identity development in adolescence aged between 13 and 17

2022

aetp

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This article focuses on reflections on the impact of the creation of a music curriculum on the development of young people's identity in a Chinese context. What is worth thinking about in this issue is the meaning of music for human beings and its impact on mental health? What is the significance of having a music programme for students and how does the music programme contribute to the development of young people's identity in the field of psychology? This study will be divided into three parts to discuss, what are the characteristics of the music curriculum for 13-17-year-olds in China? And how does the Chinese music curriculum affect the identity development of young people? And at the end of the article, recommendations are given for readers' reference.

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“…Empowered by political policy, Ofsted's conceptualisation of curriculum is, therefore, well placed to become the dominant definition of what curriculum means for schools. This is an unacknowledged force which operates within the field of music teacher design of curriculum summary documents, where teachers' discussions of 'curriculum' are dominated by intent, implementation and impact, which were not a part of English policy educational discourse prior to 2017 when Ofsted introduced them, and did not appear in English music teachers' conceptualisations of curriculum prior to this time (Anderson, 2019). The curriculum in England has therefore become politically rationalized.…”

Section: Figure 1: a Chronology Of The Development Of Music Curriculu...mentioning

confidence: 99%

Curriculum power positioning in classroom music education: music curriculum design in the secondary music classroom in England

Anderson

2022

Arts Education Policy Review

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Classroom music teachers in England design their own music curricula for Key Stage 3 (11 -14 year olds, 6 th -8 th Grades). These curricula are designed in a context where policymakers define, regulate and legitimate curriculum formulations. This study traced curriculum development in England, where government has validated a policy driven approach. It explored programs of study, which music teachers in England design as summaries of musical learning for Key Stage 3. The research consisted of documentary analysis in a two-phase study of 13 secondary (high) schools in the English midlands, exploring musical knowledge for musical learning, which is analysed utilizing qualitative and quantitative methodologies. The paper concludes with a discussion which explores the impacts of music education policy on classroom practices, and presents a proposed model which captures this interaction.

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Topic choices: Revealing concealed processes of curriculum sequencing in English secondary school Music classrooms

Abstract: This is an open access article under the terms of the Creat ive Commo ns Attri bution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Cited by 5 publications

References 35 publications

Teaching music unmusically: The impact of the COVID‐19 pandemic on secondary school music curricula in England

Teaching music unmusically: The impact of the COVID‐19 pandemic on secondary school music curricula in England

The impact of the music curriculum in China on identity development in adolescence aged between 13 and 17

Curriculum power positioning in classroom music education: music curriculum design in the secondary music classroom in England

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