Curriculum power positioning in classroom music education: music curriculum design in the secondary music classroom in England
Anderson, Anthony David (2022) Curriculum power positioning in classroom music education: music curriculum design in the secondary music classroom in England. Arts in Education Policy. ISSN 1063-2913
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Abstract
Classroom music teachers in England design their own music curricula for Key Stage 3 (11 – 14 year olds, 6th – 8th 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.
| Item Type: | Article | ||||||
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| Identification Number: | https://doi.org/10.1080/10632913.2021.2023060 | ||||||
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| Uncontrolled Keywords: | music curriculum; program of study; curriculum design; music education; policy | ||||||
| Subjects: | CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education CAH25 - design, and creative and performing arts > CAH25-02 - performing arts > CAH25-02-02 - music |
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| Divisions: | Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE) | ||||||
| Depositing User: | Anthony Anderson | ||||||
| Date Deposited: | 10 Jan 2022 14:52 | ||||||
| Last Modified: | 23 Jul 2023 03:00 | ||||||
| URI: | https://www.open-access.bcu.ac.uk/id/eprint/12624 |
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