Understanding curriculum design in the perceptions and practices of classroom music teachers in the lower secondary school in England

Anderson, Anthony David (2021) Understanding curriculum design in the perceptions and practices of classroom music teachers in the lower secondary school in England. British Journal of Music Education. ISSN 0265-0517

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Abstract

Curriculum design is a domain which infrequently forms a discrete element of initial teacher training, or continuing professional development for music teachers in English secondary schools. Classroom music teachers, teaching Key Stage 3 learners (11 – 14 year olds), are, however, required to design their own curriculum. Teachers are accountable to school leaders for curricula they implement, and the outcomes from their selected approaches. This article will discuss classroom music curriculum practices and their significance in music education. The research project was conducted with music teachers from schools in the East and West Midlands of England, utilising questionnaires and semi-structured interviews. Research findings are conceptualised in a model of music curriculum activity. The research thereby facilitates discussion of unacknowledged complexities and tacit teacher planning practices in music curriculum design.

Item Type: Article
Identification Number: https://doi.org/10.1017/S0265051721000152
Date: 5 August 2021
Uncontrolled Keywords: curriculum conceptualisation, curriculum design, curriculum activity model, music pedagogies
Subjects: W300 Music
X300 Academic studies in Education
X900 Others in Education
Divisions: Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE) > Birmingham Music Education Research Group
Depositing User: Anthony Anderson
Date Deposited: 06 May 2021 14:33
Last Modified: 10 Aug 2021 15:29
URI: http://www.open-access.bcu.ac.uk/id/eprint/11596

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