The Canon or the Kids: Teachers and the Recontextualisation of Classical and Popular Music in the Secondary School Curriculum

Autor/in	McPhail, Graham
Titel	The Canon or the Kids: Teachers and the Recontextualisation of Classical and Popular Music in the Secondary School Curriculum
Quelle	In: Research Studies in Music Education, 35 (2013) 1, S.7-20 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1321-103X
DOI	10.1177/1321103X13483083
Schlagwörter	Foreign Countries; Music Education; Music Teachers; Secondary Education; Case Studies; Classical Music; Rock Music; Elective Courses; Curriculum Development; Decision Making; Student Interests; Qualitative Research; Interviews; Observation; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Sekundarbereich; Case study; Fallstudie; Case Study; Rockmusik; Elective course; Wahlkurs; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Decision-making; Entscheidungsfindung; Studieninteresse; Qualitative Forschung; Interviewing; Interviewtechnik; Beobachtung; Neuseeland
Abstract	This article reports on some of the findings from case studies conducted with six secondary school music teachers in New Zealand. The purpose of the study was to investigate and explain the ways in which teachers manage the relationship between classical and popular music in their elective classroom programs, utilizing a theoretical framework drawn from the work of educational sociologist Basil Bernstein and more recent social realist theory. In each case, the focus of the research was the teacher and the influences on their curriculum decision-making. Students in each music department were interviewed to triangulate teacher interviews and observations. The findings indicate that a significant tension is present between the affirmation and validation of students' musical interests and pre-existing skills, and the development of the knowledge considered fundamental within the discipline. It is teachers' ability to "find a balance" between these central concerns of their educational work that is significant in maintaining the epistemic integrity of a subject which has become strongly influenced by socio-cultural influences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01