British Journal of Music Education最新文献

‘To every thing turn turn turn’: a commentary on new materialisms in (early childhood) music education “万物转转转”：幼儿音乐教育中的新唯物主义述评

IF 2 3区教育学

British Journal of Music Education Pub Date : 2025-05-14 DOI: 10.1017/s0265051725000087

Susan Young

引用次数: 0

The common denominator: the case for an anthropocentric music education 共同点是：以人类为中心的音乐教育

IF 2 3区教育学

British Journal of Music Education Pub Date : 2025-04-11 DOI: 10.1017/s0265051725000099

Katya Davisson

{"title":"The common denominator: the case for an anthropocentric music education","authors":"Katya Davisson","doi":"10.1017/s0265051725000099","DOIUrl":"https://doi.org/10.1017/s0265051725000099","url":null,"abstract":"In the words of Eric Lewis, “approaching Afrological musics from the theoretical perspective of a Western aesthetic…yields not only a lack of understanding…but can have pernicious political and social results.” In this paper, I demonstrate the relevance of this statement to the British Music classroom. In Part One, I outline the current state of the UK’s Model Music Curriculum and seek to identify its underlying ideology. Part Two offers a survey of how the universal understanding of music as a series of autonomous products generates a prescribed set of criteria for musical evaluation. By ascribing idiosyncratically European notions to our evaluation of music on a universal scale, we are left with an incomplete understanding and appreciation of music not conceived according to this ideology. Looking to the future, Part Three suggests how we might approach music in a fair and germane way via a transfer of emphasis from the musical product to the people involved in the musical process. I name this an outside-in approach to music, and consider it a universally applicable and fruitful mode of musical analysis—people are, after all, the common denominator for music-making. By beginning with the social and cultural conditions in which musicians create, students are equipped with a multiplicity of lenses through which they can better appreciate the value and beauty of musical cultures both near and far.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"25 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143819209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Music on the move: understanding music as otherwise knowledge in early childhood 移动中的音乐：将音乐理解为幼儿期的其他知识

IF 2 3区教育学

British Journal of Music Education Pub Date : 2025-04-02 DOI: 10.1017/s026505172500004x

Alejandra Pacheco-Costa, José J. Roa-Trejo, Fernando Guzmán-Simón

引用次数: 0

East Asian-Australian preservice and early career music teachers and their heritage music in New South Wales schools: a case study 新南威尔士州学校的东亚-澳大利亚职前和早期职业音乐教师及其传统音乐：一个案例研究

IF 2 3区教育学

British Journal of Music Education Pub Date : 2025-03-28 DOI: 10.1017/s0265051725000063

Ke Wang, Michael Webb

{"title":"East Asian-Australian preservice and early career music teachers and their heritage music in New South Wales schools: a case study","authors":"Ke Wang, Michael Webb","doi":"10.1017/s0265051725000063","DOIUrl":"https://doi.org/10.1017/s0265051725000063","url":null,"abstract":"This study investigates the extent to which a group of Australian preservice and early career secondary school music teachers of East Asian heritage are likely to teach aspects of their heritage music. It is positioned against a background of national multiculturalism and approaches to cultural inclusivity in Australian society, as well as the long-standing notion of ‘Asia literacy’ in Australian education and the national cross-curriculum priority (C-CP) of ‘Asia and Australia’s engagement with Asia’. The study’s findings indicate that the participants identified with their ancestral cultures to varying extents, generally had very limited knowledge of and experience with their heritage music and in general were reluctant to teach their heritage music. The authors suggest that the slow rate of progress towards culturally diversifying Australian music classrooms is related to complex matters and attitudes surrounding race in the country. The study proposes developing Cayari’s concept of ‘Asian spaces’ as a means of increasing the presence of East Asian music in Australian schools and of supporting teachers of East Asian heritage in the workplace. Finally, the authors emphasise that culturally diversifying the content of music classrooms can be undertaken by teachers of any cultural background.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"64 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143723531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Difference in instrumental tuition in higher music education: towards an analytical framework 高等音乐教育器乐教学差异：一个分析框架

IF 2 3区教育学

British Journal of Music Education Pub Date : 2025-03-27 DOI: 10.1017/s0265051725000051

Jon Helge Sætre, Morten Carlsen, Henrik Holm

{"title":"Difference in instrumental tuition in higher music education: towards an analytical framework","authors":"Jon Helge Sætre, Morten Carlsen, Henrik Holm","doi":"10.1017/s0265051725000051","DOIUrl":"https://doi.org/10.1017/s0265051725000051","url":null,"abstract":"Instrumental tuition is by many seen as the cornerstone of higher music education (HME) performance programmes. An increasing body of research looks into its strengths and weaknesses and calls for development in a number of ways. This study contributes to this debate by exploring the ways in which international instrumental tuition practices are different, however limited to Western classical music practices. The article reports on a qualitative interview study of 12 students with experiences from 11 countries across America, Europe and Asia. Analysis of the interview data suggests that instrumental tuition practices are different when it comes to teacher positions, lesson formats and social organisation, responsibility and student voice and subject matter foci. These differences seem to correspond to social, musical and pedagogical structures and assumptions, and they could, as a result, be seen as differences on an international, institutional and individual level. The study suggests further that instrumental tuition practices could be seen as various manifestations of and negotiations between two broad archetypes in education: a teacher-centred archetype and a student-centred archetype. Increased knowledge about the variety of instrumental tuition practices is potentially a crucial matter in the field of HME, not the least due to power issues, and the study provides an analytical framework to analyse international, institutional and individual practices.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"332 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enabling more equitable teaching of advanced GCE level (A-Level) Music in England: a partnership approach 使英国高级GCE水平（a - level）音乐教学更加公平：合作方法

IF 2 3区教育学

British Journal of Music Education Pub Date : 2025-03-27 DOI: 10.1017/s0265051725000075

Robert Gardiner

{"title":"Enabling more equitable teaching of advanced GCE level (A-Level) Music in England: a partnership approach","authors":"Robert Gardiner","doi":"10.1017/s0265051725000075","DOIUrl":"https://doi.org/10.1017/s0265051725000075","url":null,"abstract":"Recent governmental figures have demonstrated that the number of students taking an examination in A-Level Music across England has fallen by 41% in eleven years (Ofqual, 2023a). Furthermore, areas with lower POLAR ratings (i.e. historical rates of participation in higher education) and greater levels of deprivation correlate with lower uptake of A-Level Music (Whittaker et al., 2019). These findings have profound implications for equitable access to music education, especially at advanced levels. Against this challenging background, Sandbach School, the Love Music Trust and the Royal Northern College of Music have sought to respond by creating a new partnership approach to A-Level Music. Since September 2019, this specialist course has drawn students together from all over Cheshire whose access to A-Level Music has been geographically limited. Specifically aiming to facilitate progression into higher education, this course provides the young musicians with musical enrichment activities that are additional to the core curriculum, including performance opportunities, advanced musicianship classes, chamber music and instrumental tuition at the Royal Northern College of Music. This article presents a critical discourse analysis of data collected from these students and their teachers, contextualising their experiences within a broader analysis of recent socio-cultural trends and the associated political climate that has impacted on the provision of music education within English schools. Findings point to an important rearticulation of the meaning of ‘Music Hub’, where putting schools at the centre and enriching this provision through strategic partnerships with local ensembles, music services and higher education institutions can build musical cultures and communities that better enable equitable access to high-level music education and progression pathways into higher education.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"57 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143712993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Gender representation in undergraduate music technology education: case studies from Aotearoa/New Zealand 本科音乐技术教育中的性别代表性：来自新西兰奥特罗阿的案例研究

IF 2 3区教育学

British Journal of Music Education Pub Date : 2025-01-03 DOI: 10.1017/s0265051724000330

Catherine Hoad, Henry Johnson, Megan Rogerson-Berry, Oli Wilson, Josh Ellery

{"title":"Gender representation in undergraduate music technology education: case studies from Aotearoa/New Zealand","authors":"Catherine Hoad, Henry Johnson, Megan Rogerson-Berry, Oli Wilson, Josh Ellery","doi":"10.1017/s0265051724000330","DOIUrl":"https://doi.org/10.1017/s0265051724000330","url":null,"abstract":"This article explores the relationship between gender inequities in undergraduate music technology education and the widespread imbalances that permeate the professional music technology workforce. We present evidence concerning the relationship between tertiary training and industry outcomes by focusing on three music technology degree-level offerings in Aotearoa/New Zealand. In doing so, we critically examine the ways in which higher education in Aotearoa/New Zealand may be seen to perpetuate international trends concerning the underrepresentation of women in music technology fields. Firstly, the article offers an overview of extant scholarship on gender and music technology training. From here, it examines national data on music enrolments that show gender imbalances across music degrees. It then analyses three music technology degree-level offerings in Aotearoa as case studies. These reveal how gender inequities are amplified in areas relating to music technology. Datasets are then considered in relation to gender representation within the music industry in Aotearoa. The article concludes by offering reflections on key areas for interventions and avenues for further research.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"55 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142917075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Early twentieth-century recordings in higher music education: a preliminary analysis of the students’ views 二十世纪初高等音乐教育中的录音：学生观点的初步分析

IF 2 3区教育学

British Journal of Music Education Pub Date : 2024-12-23 DOI: 10.1017/s0265051724000378

Massimo Zicari, Michele Biasutti

{"title":"Early twentieth-century recordings in higher music education: a preliminary analysis of the students’ views","authors":"Massimo Zicari, Michele Biasutti","doi":"10.1017/s0265051724000378","DOIUrl":"https://doi.org/10.1017/s0265051724000378","url":null,"abstract":"This article examines how classical music students understand early twentieth-century recordings in higher music education. A qualitative research method was chosen to investigate the beliefs and self-reported practices of 16 students enrolled in a European conservatoire, whose attitudes were considered through the administration of a semi-structured questionnaire and an interview. Their responses identified seven main themes: (1) beliefs, (2) sources, (3) self-reported practices, (4) repertoires/performers, (5) educational implications, (6) limits and (7) benefits.Results show how much students value early twentieth-century recordings – especially when it comes to analysing the performance practices of the past and developing new interpretations – and how articulate their responses can be with regard to specific stylistic and technical issues. However, possibly due to informal learning strategies and the lack of curricular teaching activities focusing on listening to and analysing recorded interpretations, some responses highlighted a misrepresentation of our recent musical past and the need for a more structured curricular activity. This last should benefit from a vast body of scholarly literature whose relevance is still underestimated among music practitioners.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"3 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142874171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The leaky pipeline: gender ratios in UK brass playing 漏水的管道：英国铜管乐器演奏中的性别比例

IF 2 3区教育学

British Journal of Music Education Pub Date : 2024-12-12 DOI: 10.1017/s0265051724000329

Eleanor Guénault, Jane Ginsborg, John Habron-James

引用次数: 0

‘NAOUIEDCT’ and ‘RCSSEOEUR’: harmonising complexity in the South African landscape of music literacy education in secondary schools “NAOUIEDCT”和“RCSSEOEUR”：协调南非中学音乐素养教育的复杂性

IF 2 3区教育学

British Journal of Music Education Pub Date : 2024-12-12 DOI: 10.1017/s0265051724000354

Ronella Jansen van Rensburg, Ronel De Villiers

{"title":"‘NAOUIEDCT’ and ‘RCSSEOEUR’: harmonising complexity in the South African landscape of music literacy education in secondary schools","authors":"Ronella Jansen van Rensburg, Ronel De Villiers","doi":"10.1017/s0265051724000354","DOIUrl":"https://doi.org/10.1017/s0265051724000354","url":null,"abstract":"This article explores the multifaceted landscape of music literacy education in South African secondary schools through an anagrammatic lens. Music literacy education is symbolised by the anagrams ‘NAOUIEDCT’ and ‘RCSSEOEUR’, encapsulating resource-related, cultural and pedagogical complexities. This comparison of music literacy education to anagrams creates an interesting analogy that can shed light on the complexity and challenges inherent in the situation. It aims to unravel these complexities, like solving a multifaceted puzzle. Thus, the result of this qualitative interpretive research project is the transformation of a complex challenge (conundrum) into symbolic puzzles (anagrams), aiming to decipher the intricacies of music literacy education. This methodology offers an approach to foster engagement and collaborative work toward future solutions. Through a comprehensive exploration, this research aims to unravel the layers of challenges inherent in Music Education, offering insights and recommendations for a nuanced and enriched educational experience. The data for this research project were collected through semi-structured interviews and, consequently, a thematic content analysis was carried out, first in a descriptive level of analysis, followed by a conceptual level of analysis. Computer-aided qualitative analysis software, namely ATLAS.tiTM23, played a valuable and significant role in both the literature review and thematic content analysis phases of this study.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"21 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142810095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0