A Cross-Cultural Comparison of Music Education Experiences and Ambitions in Two Spanish and English Primary Schools

Autor/inn/en	Hardcastle, Elinor; Pitts, Stephanie; Aróstegui, José Luis
Titel	A Cross-Cultural Comparison of Music Education Experiences and Ambitions in Two Spanish and English Primary Schools
Quelle	In: International Journal of Music Education, 35 (2017) 3, S.381-390 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761416667471
Schlagwörter	Cross Cultural Studies; Music Education; Elementary School Students; Comparative Education; Foreign Countries; Values; Futures (of Society); Classroom Techniques; Questionnaires; Observation; Student Attitudes; Teacher Attitudes; Elementary School Teachers; Music Teachers; Focus Groups; Semi Structured Interviews; Spain; United Kingdom (England) + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Musikerziehung; Vergleichende Erziehungswissenschaft; Ausland; Wertbegriff; Future; Society; Zukunft; Klassenführung; Fragebogen; Beobachtung; Schülerverhalten; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Music; Musiklehrer; Spanien
Abstract	A small-scale comparative study of music education provision in two Spanish and English primary schools was carried out in 2013-14, using questionnaires, interviews and observations. The study investigated the musical experiences of the children in the two schools, their ambitions for their musical futures, and the classroom practices and policy contexts that shaped these encounters with musical learning. Through thematic analysis and comparison of the data from the two schools, we examine music in children's lives, music in the classroom, and musical ambitions and values, and consider how well the music curriculum serves the children in each setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01