Some Direction: Towards a C21 Secondary School Curriculum

Autor/inn/en	McPhail, Graham; McNeill, Jeff
Titel	Some Direction: Towards a C21 Secondary School Curriculum
Quelle	In: Music Education Research, 23 (2021) 4, S.484-497 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2021.1904232
Schlagwörter	Secondary Education; Music Education; Secondary School Curriculum; Vignettes; Educational Trends; Teaching Methods; Foreign Countries; Role of Education; Educational Environment; Context Effect; Educational Change; North America; New Zealand; Australia; United Kingdom; Ireland; South Africa; Singapore + Suchen Sie Ihr Suchwort? Sekundarbereich; Musikerziehung; Bildungsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Bildungsauftrag; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsreform; Nordamerika; Neuseeland; Australien; Großbritannien; Irland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Singapur
Abstract	In this third and final paper from the Delphi study One Direction, we report on participants' responses to four secondary school music curriculum scenarios. These scenarios present four possible directions for a C21 secondary school music curriculum. The scenarios were devised from a combination of ideas derived from the data from the earlier stages of the study (McPhail, G., and J. McNeill. 2019. "One Direction: A Future for Secondary School Music Education?" "Music Education Research" 21 (4): 359-370; McNeill, J., and G. McPhail. 2020. "One Direction: Strategic Challenges for Twenty-first Century Secondary School Music." "Music Education Research" 22 (4): 432-446) and the concept of specialisation from Maton's Legitimation Code Theory. By asking an international panel of leading music education researchers and teachers to respond to the scenarios, we are able to argue that 'one direction' is unlikely to emerge for secondary school music education, but we discuss the responses, and the scenario dimensions regarded as most likely and desirable. What appears certain is that there will be a continuing weakening of the boundaries between types of knowledge and stylistic arenas suggesting a dialectic relationship between the legitimating principles most valued. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01