Curriculum and Assessment in the Secondary School in England – the Sociology of Musical Status

Fautley, Martin (2021) Curriculum and Assessment in the Secondary School in England – the Sociology of Musical Status. In: The Routledge Handbook to Sociology of Music Education. Routledge, London, pp. 275-287. ISBN 9780429504631

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Abstract

This chapter looks at the ways in which hegemony, especially valorisation of musical types, has had a significant impact upon classroom music curriculum and assessment in England. Although this chapter is rooted in the specificity of the English experience, there are lessons for an international audience in these discussions. Despite many changes in music education in England (along with other jurisdictions) in recent years, including the growth of informal learning practices, the widening of curriculum content in primary and secondary schools, the broadening of classroom music teachers’ own backgrounds, education, and training – including the entrance of more teachers with popular music backgrounds into the profession – nonetheless issues that have affected the content of school curricula for many years, including the notion of music being considered as being dividable into ‘high’ and ‘low’, still persist.

Item Type: Book Section
Identification Number: https://doi.org/10.4324/9780429504631
Date: 30 March 2021
Subjects: W300 Music
X200 Research and Study Skills 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: Martin Fautley
Date Deposited: 27 May 2021 14:39
Last Modified: 27 May 2021 14:52
URI: http://www.open-access.bcu.ac.uk/id/eprint/11697

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