Supporting a transition in Macao's senior secondary schools from individualized, informal music curricula to a government-led music curriculum, this qualitative and exploratory needs-analysis study reports the voices of three stakeholders - the government, teachers and their students. The findings a provide an understanding of Macao's music…

The purpose of this instrumental case study was to investigate band teacher agency in a high-stakes performance environment. Research questions were: (1) What experiences and professional relationships were most salient in the past (iterative), present (practical-evaluative), and future (projective) dimensions of band teacher agency in a…

Some still view arts education as a non-essential extracurricular activity despite its benefits. Even though the Every Student Succeeds Act acknowledges arts education is a healthy and well-rounded subject, local, district, and state administrators still control budget allocation and cuts, which generally affect arts education. There has also been…

The ideas and philosophies of preservice secondary music teachers (PSMTs) are formalized in their tertiary education years. In these years, PSMTs must reconcile the expectations, beliefs, and values espoused by their lecturers, tutors, and other significant people from their past. PSMTs have accumulated various musical experiences through prior…

Recent curriculum policy changes in British Columbia (BC) require that educators in all subject areas--including music--embed local Indigenous knowledge, pedagogies, and worldviews in their classes. Yet facilitating such decolonizing cross-cultural music education activities requires knowledge that music educators may not currently possess. We use…

Cultural hegemony permeates society and is spread through social institutions. These institutions socialize people into the norms, values and beliefs of the dominant social groups. Moreover, cultural hegemony is spread and perpetuated through education in the form of compulsory education, a national curriculum, national assessments, as well as the…

This article explores the perceived disconnect between informal and formal musical knowledge, through a focused case study which aligned students' informal knowledge with aspects of the formal curriculum. The upper high school or senior secondary student participants had a background in the creation and performance of popular and contemporary…

This article, written at the time it was taking place, discusses the effects that the COVID-19 pandemic is having on music education in schools, focusing on the UK. It discusses how schools and teachers have had to make a sudden shift to a largely on-line modality, and the effects of these on teaching and learning in music. It asks questions of…

The process by which a child learns music is discussed. (CK)

Article looked at educational practices in Great Britain to see how music functions in an open education environment. (Editor/RK)

Considered the need for involving teachers in the long range benefits of developing musicality in children. (Author/RK)

Described the effect music implementation has had upon the curriculum of an open school. (RK)

Maintains that efforts to link the arts for educational purposes have been made since the 1960s. Proposes three approaches to link visual art, dance, music and other aesthetic endeavors into one course. Concludes that, although integrating the arts is more work, the motivation for doing so rests on improved student learning. (CFR)

Asserts that integrating music with core curriculum subjects can improve student achievement in production, perception, and reflection in general music classes. Describes the Arts PROPEL approach, based on the philosophy that students learn best when they are active constructors of their own knowledge. (CFR)