1,721,006 research outputs found
Music education research: what's the point?
No full textThis article explores the purpose of research in music education. It finds that research, a) describes and documents innovative practice, b) challenges taken-for-granted perceptions, c) generates or expands big ideas and d) provokes thought
Theory, technology and the music curriculum
No full textIn this short article I present a case for developing a new theory of music education, arguing that advances in music technology have undermined some of the most basic conceptual frameworks we currently possess. I describe some problems that might make the development of a new theory difficult and suggest some ways in which they might be overcome. My hope is that this paper will inspire people to consider the development of such a theory
Mentoring trainee teachers: how can mentors use research?
Full text linkThis review explores ways in which the mentors of trainee teachers can use research as a means of questioning, understanding and improving their own practices. The first part presents an overview of empirical and theoretical research into mentoring relationships. The second part presents four ways in which mentors might engage with this literature: 1) generalisations, generated by research, can inform practice directly; 2) mentoring can be better understood by reference to theoretical frameworks derived from the literature; 3) in-depth case studies can provide vicarious experiences of mentoring; and 4) mentors might use research methods to inquire into their own practice
‘Use the overhead projector, the blackboard, the piano much more’: how music graduates learn to teach
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The characteristics of action research in music education
Full text linkThis review article discusses the use of action research in music education and its potentialfor producing knowledge and improving practice. The discussion is situated in an analysis ofaction research studies in music education. The review demonstrates that action researchin music education focuses on a wide variety of subject matter, integrates research andaction, is collaborative, grounded in a body of existing knowledge, and leads to powerfullearning for the participants. However, few action research projects are cyclical, deal withaspects of social transformation, or broad historical, political or ideological contexts, andthere is little focus on reflexivity. The review suggests that, in order to undertake high-qualityaction research, researchers need a good understanding of action research, a focused use ofresearch literature and a defensible position with regard to data analysis and the generationof trustworthy findings
The National Curriculum for Music
No full textLearning to Teach Music in the Secondary School is intended to support student-teachers, newly qualified teachers and more experienced music teachers in their professional development.
Topics covered include:-the place of music in the curriculum-the nature of musical learning -planning, managing and assessing musical learning -school examinations and music -music outside of the curriculum.One of the main premises of the book is that music needs to be taught 'musically', with specific reference to both the nature of music itself and its metaphorical significance. It is important that music itself guides what goes on in the music classroom if we are to motivate our pupils and help them to fulfil their potential as musicians.
This book will help student-teachers to develop their subject knowledge, teaching skills, understanding of the wider issues and their ability to reflect on classroom practice
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