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British Journal of Music Education最新文献

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Making sense of democratisation: a case study about extracurricular music workshops in France 理解民主化:一个关于法国课外音乐工作坊的案例研究
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-04-11 DOI: 10.1017/S0265051722000158
Joris Cintéro
{"title":"Making sense of democratisation: a case study about extracurricular music workshops in France","authors":"Joris Cintéro","doi":"10.1017/S0265051722000158","DOIUrl":"https://doi.org/10.1017/S0265051722000158","url":null,"abstract":"Abstract Since the early 2000s, education policy in France has strongly encouraged publicly funded conservatoires and music schools to forge partnerships with various stakeholders in sectors outside of specialised music education. This change in the objectives traditionally assigned to music schools and conservatoires has given rise to new ‘pedagogical projects’, among which extracurricular music workshops are quite widespread. This study investigated the views of specialised music teachers in relation to these new pedagogical formats through an analysis of their evaluations of a workshop led in a French school between 2018 and 2019. I interviewed the music teachers who participated in the project (n = 8), those who refused to participate (n = 7) and also the administrative staff (n = 4). The results indicate that far from the ecumenism traditionally associated with policies promoting the democratisation of culture, conservatoire teachers think about and are involved in these projects in different ways, reflecting a wide range of considerations around pedagogy, project quality, purpose or politics.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41806005","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
Student-centred strategies for higher music education: using peer-to-peer critique and practice as research methodologies to train conservatoire musicians 以学生为中心的高等音乐教育策略:使用对等批评和实践作为研究方法来培养音乐学院的音乐家
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-04-06 DOI: 10.1017/S0265051722000080
Jacob Thompson-Bell
{"title":"Student-centred strategies for higher music education: using peer-to-peer critique and practice as research methodologies to train conservatoire musicians","authors":"Jacob Thompson-Bell","doi":"10.1017/S0265051722000080","DOIUrl":"https://doi.org/10.1017/S0265051722000080","url":null,"abstract":"\u0000 This article presents some arguments in favour of a student-centred learning and teaching approach for higher music education (HME), with specific reference to conservatoire settings in the United Kingdom. In support of student-centred pedagogy, theoretical modelling is undertaken to offer a model of motivation accounting for both individual and group learning environments, thus drawing together diverse pedagogical research into learner “self-efficacy,” “distributive” classroom agency and partnership models of learning and teaching. Based on the author’s own teaching practice with MA Music students at Leeds Conservatoire, two student-centred classroom strategies are outlined: Critical Response Process (CRP) and practice as research. These strategies are evaluated via theoretical and, in the case of CRP, primary research data from a questionnaire presented to MA Music students reflecting on their experience. Finally, an overarching student-centred framework for HME course design is proposed, cross-mapping different learning activities, knowledge paradigms and forms of motivation based on the previous discussion.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46057484","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
Creating a musical for pre-schoolers in South Africa as pedagogical praxis for a tertiary music education module 为南非的学前儿童创作音乐剧，作为高等音乐教育模块的教学实践
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-04-06 DOI: 10.1017/S0265051722000079
Mignon van Vreden
{"title":"Creating a musical for pre-schoolers in South Africa as pedagogical praxis for a tertiary music education module","authors":"Mignon van Vreden","doi":"10.1017/S0265051722000079","DOIUrl":"https://doi.org/10.1017/S0265051722000079","url":null,"abstract":"Abstract Despite a renewed interest in educational practices to develop future music educators in South Africa for a rapidly changing professional landscape, little is known about the meaning students themselves ascribe to these practices towards their own development as music educators. This instrumental case study investigated the learning experiences of second-year BMus students creating a musical for pre-schoolers. Data were collected through interviews, observations and reflective journals. Six themes emerged through a thematic analysis of student experiences, namely interaction, preparation, skills development, stagecraft, performance and enjoyment. A conceptual model that explains the production of a musical as a pedagogical praxis connects these themes with existing literature on three teaching and learning approaches that framed the study, namely authentic arts-based pedagogy, project-based learning and community of practice.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48867491","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
How can we prepare music students for early career challenges? 我们如何让音乐系学生为早期的职业挑战做好准备?
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-04-05 DOI: 10.1017/S0265051722000122
Lotte Latukefu, J. Pollard
{"title":"How can we prepare music students for early career challenges?","authors":"Lotte Latukefu, J. Pollard","doi":"10.1017/S0265051722000122","DOIUrl":"https://doi.org/10.1017/S0265051722000122","url":null,"abstract":"Abstract Earning a living via multiple income streams through a portfolio career is the reality for most music graduates. In the last 10–15 years, music conservatoires around the world have begun to recognise and respond to this reality in the way they train and prepare students for life after study (Bennet, 2008; Draper & Cunio, 2014; Rowley et al., 2015; Schippers et al., 2016). Conservatoire curricula is prescribed and controlled to ensure that students gain the skills required to build a career as a professional musician. Reforming conservatoire curricula to incorporate portfolio career training is an ongoing concern that is made more complex by the different conceptual understandings of what training for a portfolio career means (Latukefu & Ginsborg, 2018). This article contributes to the literature on how students conceptualise and make decisions surrounding their transition into work after graduation. It uses narrative analysis research to investigate the value of introducing career design into the curriculum of a Bachelor of Music. It incorporates narratives by students who took part in a series of interventions designed to increase self-efficacy and explores the role of career indecision in the designing of a creative career. Career indecision in this context relates to the inability of music students to conceive of what they wish for their creative career to look like after graduation, even when a decision is necessary. The narratives reveal how different factors such as family support, cultural and religious backgrounds and prior music education impact on their confidence and perceptions surrounding their ability to design and maintain a creative career. These narratives also uncovered the interplay of career exploration, career indecision and anxiety in the career decision-making process of undergraduate music students.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44041707","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 importance of threshold concepts and formative assessment in lower-secondary school group composing 门槛概念与形成性评价在初中小组写作中的重要性
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-04-05 DOI: 10.1017/S0265051722000067
N. Booth, Victoria Kinsella
{"title":"The importance of threshold concepts and formative assessment in lower-secondary school group composing","authors":"N. Booth, Victoria Kinsella","doi":"10.1017/S0265051722000067","DOIUrl":"https://doi.org/10.1017/S0265051722000067","url":null,"abstract":"Abstract Meyer and Land’s work (among subsequent others) on threshold concepts (TCs) has been influential in numerous subjects, particularly in higher education. However, despite its growing international interest, its application into the domain of music in schools is a highly under-researched area. This article draws on the notion of TCs focusing on the context of lower-secondary school (Key Stage 3: ages 11–14) group composing. Using video-recorded and interview data from three case-study schools in the English Midlands, examples of TCs are presented and how formative assessment was, or could have been, a key process in them being crossed is discussed.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47740235","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: 1
Musical development then and now: in conversation with June Boyce-Tillman 音乐发展的过去与现在:与琼·博伊斯-蒂尔曼对话
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-03-01 DOI: 10.1017/s0265051721000280
June Boyce-Tillman, Anthony Anderson
{"title":"Musical development then and now: in conversation with June Boyce-Tillman","authors":"June Boyce-Tillman, Anthony Anderson","doi":"10.1017/s0265051721000280","DOIUrl":"https://doi.org/10.1017/s0265051721000280","url":null,"abstract":"Abstract June Boyce-Tillman and Keith Swanwick’s article on musical development is the second most widely cited paper in the history of the British Journal of Music Education. It appears in many discussions of musical development. A selection of the diverse domains where the paper is cited includes: instrumental teaching, Special Education Needs, primary school teaching, the development of learning for professional musicians, secondary school teaching, musicians’ skill development, adult music teaching and jazz improvisation. However, the background to this work, which was conceived for June Boyce-Tillman’s PhD thesis, is not always so well known. This article presents a research interview with June Boyce-Tillman conducted in August 2017. It explores her musical background and music education experiences, and seeks to enable further discussion of the characteristics which were described in the spiral model. The interview focuses on the concepts of Materials, vernacular, and musical Values, in particular, and the implications of these modes of understanding for classroom practices, including curriculum design.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44873376","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: 1
The significance of formative assessment for pupils’ spiral progression in English lower secondary school group composing 形成性评价对小学生英语初中小组写作螺旋进步的意义
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-03-01 DOI: 10.1017/S0265051721000255
N. Booth
{"title":"The significance of formative assessment for pupils’ spiral progression in English lower secondary school group composing","authors":"N. Booth","doi":"10.1017/S0265051721000255","DOIUrl":"https://doi.org/10.1017/S0265051721000255","url":null,"abstract":"Abstract The notion of the spiral for progression and development is familiar both in general educational discourse and in the domain of music education. This brief article considers the spiral within the context of lower secondary school group composing in England. Through the use of examples taken from two schools in the English midlands, it argues that formative assessment is a key process for enhancing spiral-like musical learning.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44784449","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: 1
The Swanwick/Tillman Spiral of Musical Development: impacts and influences – Guest Editorial 斯旺威克/蒂尔曼螺旋音乐发展:影响和影响-客座编辑
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-03-01 DOI: 10.1017/S0265051721000243
A. Anderson
{"title":"The Swanwick/Tillman Spiral of Musical Development: impacts and influences – Guest Editorial","authors":"A. Anderson","doi":"10.1017/S0265051721000243","DOIUrl":"https://doi.org/10.1017/S0265051721000243","url":null,"abstract":"A musical development sequence is proposed based on the psycho logical concepts of mastery, imitation, imaginative play and meta cognition, drawing on the work of Moog, Piaget and the observations of British writers. An interpretation of over seven hundred children's compositions is undertaken yielding an eight-mode spiral of develop ment that may have consequences for music teaching; for overall music curriculum planning ,for appropriate responses to individuals, for generating progression in a session or project.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43479350","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: 1
The sequence of musical development and its place in Swanwick’s meta-theory of music education: a personal response 音乐发展的顺序及其在斯旺威克音乐教育元理论中的地位:个人回应
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-03-01 DOI: 10.1017/S0265051721000292
Chris Philpott
{"title":"The sequence of musical development and its place in Swanwick’s meta-theory of music education: a personal response","authors":"Chris Philpott","doi":"10.1017/S0265051721000292","DOIUrl":"https://doi.org/10.1017/S0265051721000292","url":null,"abstract":"Abstract It can be argued that Swanwick’s research and scholarship established the field of music education as an area of interdisciplinary study in the United Kingdom. A significant and seminal publication in this legacy is Swanwick’s work with Tillman on the sequence of musical development based on Tillman’s empirical study of children’s compositions. This paper will aim to place the resulting ‘spiral’ in the wider context of Swanwick’s meta-theory of music education and to understand some of the critical issues surrounding it. The paper will conclude with an appraisal of Swanwick’s impact on the theory and practice of music education.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46730416","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
Living with the spiral: a duoethnographic perspective 与螺旋共存：双重人种学视角
IF 2 3区 教育学
British Journal of Music Education Pub Date : 2022-03-01 DOI: 10.1017/S0265051721000322
Lissa McCullough, J. Finney
{"title":"Living with the spiral: a duoethnographic perspective","authors":"Lissa McCullough, J. Finney","doi":"10.1017/S0265051721000322","DOIUrl":"https://doi.org/10.1017/S0265051721000322","url":null,"abstract":"Abstract The authors of this article met on a Master of Arts (MA) music education course a month before the Swanwick Tillman Sequence of Musical Development was published. The course was a portal to an exciting range of literature, with the Swanwick Tillman spiral providing a long-term source of discussion and reflection as our careers have diverged and converged over the intervening years. This paper takes the form of a duoethnographic conversation in which we summarise and reflect on that ongoing synergistic discussion, showing the influence the spiral has had within our particular situations.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49590036","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
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