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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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:
30 March 2021Published
Subjects: CAH25 - design, and creative and performing arts > CAH25-02 - performing arts > CAH25-02-02 - music
CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions: Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE)
Depositing User: Martin Fautley
Date Deposited: 27 May 2021 14:39
Last Modified: 30 Sep 2022 03:00

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