Editorial Research: Music education in a time of pandemic (original) (raw)
Related papers
Music education in a time of austerity
British Journal of Music Education, 2016
We have discussed in these editorials before the broad range of interests that music education encompasses (Fautley and Murphy, 2015a). The range that we described therein is a strength of our discipline. We are, however, now living in troubling times, and the global downturn in the economy is having effects in all sorts of ways on many aspects of our lives, both personal and professional. Music education is not immune from these changes. We are living through a time of austerity, and in many jurisdictions, the refrain has been ‘we're all in this together’ as a way of explaining away government decisions or unpopular economic strategies. But are we? It is in times of austerity that we often feel that we need to make the case for music education even louder than we have done before. Yet herein lies one of our problems. Many music educators feel in these times of austerity that music education is under threat, and that the proper course of action under such circumstances to take i...
New Zealand Journal of Teachers’ Work, 2021
Classroom practice around the globe has changed considerably due to the global pandemic. Although ICT (information and communication technology) is at the heart of 21st century teaching and learning, many teachers and students had to make significant adjustments shifting from face-to-face to remote (online) delivery in response to lockdowns and government restrictions since March 2020. This paper focuses on one focal question: 'What were some of the concerns using ICT during Covid-19 pandemic?' which was part of a wider Australian study 'Reimaging the future: music teaching and learning, and ICT in blended environments in Australia'. The authors seek to understand how music teachers look to employ technology in ways that connect teaching frameworks to 21 st century classroom practice. As part of the ongoing study, they present preliminary survey data gathered between March-June 2021 from a range of music teachers around the country. Using thematic analysis, they discuss advantages, disadvantages, opportunities, and challenges in relation to responses that thematically relate three key elements: pedagogy, social interaction, and technology. They identify concerns and call on music educators to reset what, how, and why they teach when using technology to develop 21 st century competencies, as the future of schooling continues to change its landscape due to the pandemic.
Music Teaching Provision in Primary Schools: Key Findings 2019
2021
Despite music being a statutory subject in the National Curriculum since 1992, the value and place of music and the arts in schools has been in flux with recent policy changes influencing if and how music is being taught in schools. There is concern that music is not being delivered in all primary schools in England, meaning some children are being denied the music education they are entitled to. Another important aspect of music education in primary schools is that many teachers lack confidence teaching music as a classroom subject. This research investigated BCU’s trainee primary teachers’ experiences of music education in their placement schools. This research sought to better understand how schools are interpreting governmental music education policy by investigating the lived realities of trainee primary music teachers during their school placements. Perspectives and experiences of classroom music teaching in primary schools were collected from 126 BCU trainee primary teachers ...
One Direction: strategic challenges for twenty-first century secondary school music
Music Education Research
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 questionis there a single desirable direction for twenty-first century secondary school music education? ARTICLE HISTORY
11 Music Education Standards: A challenge - OIMU
While many studies continue to posit that educational reform on a grand scale is not only elusive but also inefficient , state institutions continue to reinforce standardizing rhetoric, norms, and procedures. This paper submits that educators have experienced the rhetoric of standards in so many and powerful ways that they often operate inside a logic that has become resistant to critique. Globally, but also locally, we have lived under increasingly unified economic, moral, and political directives, which, in their conflation, create what I call a logic of standardization. In order to discuss the issue, this paper focuses on the United States and England as two centers of educational development. Through that lens, it analyzes the realities of legislation in the United States and a recent government report on music in schools in England. The article explores how these issues impact higher education and presents points for future policy and political consideration.
The nature of music itself, and the knowledge versus skills debate in music education
British Journal of Music Education, 2016
Back in 2013, in theBJMEeditorial for issue 30(2), we considered the place of knowledge in the curriculum (Fautley & Murphy, 2013). Things have not stood still since that date, certainly in England, and other parts of the world too. What we have now is a situation where the idea of knowledge as assuming supremacy over skills is on the increase. For those of us concerned with music education, many aspects of this increasingly fractious debate are to be viewed with concern. Allied to this, we have neoliberal-leaning governments in many parts of the world, Britain included, who seem to find it difficult to understand the important role that music education has – or should have – in the education of our children and young people. Indeed, in the UK, the education secretary is on record as making this observation:Education secretary Nicky Morgan has warned young people that choosing to study arts subjects at school could ‘hold them back for the rest of their lives’ (The Stage, 2014)This a...
The digital ‘turn’ in music education (editorial)
Music Education Research
The global COVID-19 pandemic has disrupted music education across the world, resulting in radical changes to the field of practice, accelerating a 'turn' toward online digital musical experiences. This digital 'turn' is likely to influence the future of music education in a variety of complex and interconnected ways. In this special issue, we explore the implications of such a 'turn' for music educators and their students / participants, and highlight some of the ways in which music researchers and educators have responded to the crisis. We hope these narratives will help illuminate some of the ways in which music education might recover its equilibrium, as well as make a contribution more generally to the complex business of human recovery in a post-COVID world.
The Impact of the Covid-19 Pandemic on Music Education in Ukraine
Fontes Artis Musicae
English : This article investigates the impact of the COVID-19 pandemic on music education in Ukraine. In March 2020, Ukrainian authorities proclaimed a national lockdown like the ones in most other European countries. Restrictions included prohibition for students to attend lessons at schools or universities that would make any classroom musical activities illegal. Relevant legal acts have been collected in this article. To avoid closure, most of music education institutions provided a distance form of education. However, remote methods did not appear to be a worthy substitute for in-person lessons, especially in such disciplines as ensemble playing or singing. This article reveals the main disadvantages of distance music education, the most important of which is a signal delay during remote communication via the Internet. A survey of teachers in Ukrainian music schools about their experience under lockdown restrictions was conducted. The survey shows that many teachers regard dist...