Accessing musical and curriculum literacies: historical echoes for music teacher practices in the English secondary school

Anderson, Anthony David and Whittaker, Adam (2026) Accessing musical and curriculum literacies: historical echoes for music teacher practices in the English secondary school. British Journal of Music Education. ISSN 0265-0517 (In Press)

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Abstract

Understandings of musical literacies can embody variance in both concept and practice. Curriculum literacy, where musical concepts are placed alongside musical learning is an unrecognised skill exhibited by classroom music teachers. Drawing from research on the origins of musical literacy and exploring English Secondary Schools and music teachers’ programmes of study, this article will explore and theorise the manner in which teachers draw both musical and curriculum literacies together to create engaging classroom environments, which are accessible for pupils. It will argue that this is a critical feature of classroom music education and explore the implications of dualistic literacy practices both in England and internationally, and in turn discuss the spaces music teachers require in their curriculum design processes.

Item Type:	Article
Dates:	Date Event 26 February 2026 Accepted
Uncontrolled Keywords:	Musical literacy, literacy, curriculum, music curriculum, musical access, curriculum dualism
Subjects:	CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-02 - teacher training CAH25 - design, and creative and performing arts > CAH25-02 - performing arts > CAH25-02-02 - music
Divisions:	Law and Social Sciences > Education Royal Birmingham Conservatoire > Royal Birmingham Conservatoire - Music
Depositing User:	Gemma Tonks
Date Deposited:	05 Mar 2026 16:40
Last Modified:	05 Mar 2026 16:40
URI:	https://www.open-access.bcu.ac.uk/id/eprint/16907

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