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
Identification Number: https://doi.org/10.1080/10632913.2021.2023060
Dates:
DateEvent
22 December 2021Accepted
11 January 2022Published
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
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: 10 Jan 2022 14:52
Last Modified: 14 Jan 2022 16:25
URI: http://www.open-access.bcu.ac.uk/id/eprint/12624

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