One Direction: Strategic Challenges for Twenty-First Century Secondary School Music

Autor/inn/en	McNeill, Jeff; McPhail, Graham
Titel	One Direction: Strategic Challenges for Twenty-First Century Secondary School Music
Quelle	In: Music Education Research, 22 (2020) 4, S.432-446 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2020.1796952
Schlagwörter	Secondary Education; Music Education; Teacher Attitudes; Music Teachers; Curriculum; Teaching Methods; Global Approach; Context Effect; Educational Objectives; Course Content; Time; Foreign Countries; United Kingdom; North America; Australia; New Zealand; Ireland; South Africa; Singapore + Suchen Sie Ihr Suchwort? Sekundarbereich; Musikerziehung; Lehrerverhalten; Music; Teacher; Teachers; Musiklehrer; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Globales Denken; Educational objective; Bildungsziel; Erziehungsziel; Kursprogramm; Zeit; Ausland; Großbritannien; Nordamerika; Australien; Neuseeland; Irland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Singapur
Abstract	This paper reports on the second stage of an international study exploring the future of secondary school music education. Within a discursive context that tends to regard music education as failing to meet the needs of many students, we instigated a three-step Delphi study to capture views from educators across the English-speaking world. Interviews with leading music education researchers reported on in our first paper [McPhail, G., and J. McNeill. 2019. "One Direction: A Future for Secondary School Music Education?" "Music Education Research," 21 (4): 359-370.] identified a disconnect between how music education is currently realised in secondary school and how these researchers thought it should be taught. The findings from this expert panel were used to seed a two-round Delphi study where a wider international panel explored strategic issues facing the sector. In this paper, we report on the data generated from the first of these two wider Delphi rounds. Four areas were identified where gaps exist between actual and desirable classroom music teaching: the core purpose of music education, curricula content, curricular delivery, and context. Although panellists reached consensus on many issues, they held markedly different positions on others. These findings provide an agenda for exploration and reflection by researchers and practitioners, and raise the question -- is there a single desirable direction for twenty-first century secondary school music education? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01