Assessment of whole-class instrumental music learning in England and the United States of America: an international comparative study

Johnson, Daniel and Fautley, Martin (2017) Assessment of whole-class instrumental music learning in England and the United States of America: an international comparative study. Education 3-13, 45 (6). pp. 701-709. ISSN 0300-4279

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Abstract

Despite ostensibly sharing a common language, music education terminology as used in England and the United States has many different practical meanings and corresponding connotations. In this comparative study, the authors consider these differences in relation to whole-class learning of instrumental music, a comparative newcomer to the English system but well established in the US context. The authors describe and discuss learning instrumental music in each of these jurisdictions along with the concomitant assessment practices. Among the dissimilar educational requirements are composing in the UK as compared to civic engagement in the US. This and other differences result in educators conceptualising teaching and learning in substantially different ways and, more importantly, in maintaining contrasting underlying assumptions. The authors conclude that international collaboration and analysis of this topic need to account for these differences when comparing and contrasting instrumental music education programmes.

Item Type:	Article
Identification Number:	10.1080/03004279.2017.1347131
Dates:	Date Event 6 July 2017 Published Online 13 November 2017 Published 8 February 2017 Accepted
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:	05 Dec 2017 10:27
Last Modified:	03 Mar 2022 16:59
URI:	https://www.open-access.bcu.ac.uk/id/eprint/5329

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