The problem of secondary school music enrolments: Tensions between relevance, engagement and improving musical skills and knowledge

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2025-03-26 DOI:10.1177/02557614251327001

Michael Newton, Renee Crawford, Jane Southcott

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引用次数: 0

Abstract

Global educational constructs affect students’ valuing of school music and continuation in music education beyond compulsory education. This United Kingdom-based study sought to understand the primary influences on students’ music education enrolment decisions after their compulsory years of schooling. Using mixed-methods research we investigated 346 Year 9 (compulsory) and Year 10 (post-compulsory) students’ perceptions of music education through questionnaires and focus-groups. The findings highlight the differing importance attributed by students to school music and music in general. Students commonly expressed a de-valuing of school music, citing a disparity between classroom music and their personal preferences and experiences. Students electively enrolled in music recognised school music’s role in developing their music knowledge and understanding. Enjoyment and musical learning emerged as primary benefits of music education, yet school music lacked perceived positive impact in their lives. Music education should better align with students’ interests, preferences and experiences beyond school to foster engagement and participation.

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中学音乐入学的问题：相关性、参与性和提高音乐技能和知识之间的紧张关系

全球教育结构影响着学生对学校音乐的重视和义务教育后音乐教育的继续。这项以英国为基础的研究试图了解学生在义务教育年限后音乐教育入学决定的主要影响因素。采用混合方法研究，我们通过问卷调查和焦点小组调查了346名9年级（义务教育）和10年级（义务教育后）学生对音乐教育的看法。研究结果强调了学生对学校音乐和一般音乐的不同重视程度。学生们普遍表达了对学校音乐的贬低，理由是课堂音乐与他们的个人喜好和经历之间存在差异。选修音乐课程的学生认识到学校音乐在发展他们的音乐知识和理解方面的作用。享受和音乐学习成为音乐教育的主要好处，然而学校音乐对他们的生活缺乏明显的积极影响。音乐教育应该更好地与学生的兴趣、偏好和经验相结合，以促进学生的参与和参与。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.