Add to ORKGIn this chapter ways in which music education, curriculum, and assessment, focussing on the specific context of the lower secondary school, are sites of contestation and hegemonic intervention. The ways in which this situation has come into being are explained, and related historical aspects discussed
The National Training School for Music (NTSM, 1876–1882) was a Victorian-era music education institu...
About the book: Issues in Music Teaching stimulates critical reflection on a range of topics relat...
This chapter makes a polemical intervention by arguing that Music Departments and institutions withi...
In this chapter ways in which music education, curriculum, and assessment, focussing on the specific...
This chapter looks at the ways in which hegemony, especially valorisation of musical types, has had ...
This chapter describes the ways in which assessment policy in classroom music education in England h...
This article discusses the influence of political discourse on the context of English primary school...
In England there is a National Curriculum in place which is intended to outline what will be taught ...
This chapter considers issues around ‘student voice’ social justice and the alienation and disengage...
Classroom music teachers in England design their own music curricula for Key Stage 3 (11 – 14 year o...
This paper considers the ways in which school music education has been a topic of discussion in term...
The nineteenth century witnessed the rise of public institutions, affecting the education and welfar...
The case of assessment in classroom music in the lower secondary school is an interesting one when v...
This chapter describes how creativity in English school music education in the secondary phase has b...
The chapter explores the historical development of music education in Scottish secondary schools and...
The National Training School for Music (NTSM, 1876–1882) was a Victorian-era music education institu...
About the book: Issues in Music Teaching stimulates critical reflection on a range of topics relat...
This chapter makes a polemical intervention by arguing that Music Departments and institutions withi...
In this chapter ways in which music education, curriculum, and assessment, focussing on the specific...
This chapter looks at the ways in which hegemony, especially valorisation of musical types, has had ...
This chapter describes the ways in which assessment policy in classroom music education in England h...
This article discusses the influence of political discourse on the context of English primary school...
In England there is a National Curriculum in place which is intended to outline what will be taught ...
This chapter considers issues around ‘student voice’ social justice and the alienation and disengage...
Classroom music teachers in England design their own music curricula for Key Stage 3 (11 – 14 year o...
This paper considers the ways in which school music education has been a topic of discussion in term...
The nineteenth century witnessed the rise of public institutions, affecting the education and welfar...
The case of assessment in classroom music in the lower secondary school is an interesting one when v...
This chapter describes how creativity in English school music education in the secondary phase has b...
The chapter explores the historical development of music education in Scottish secondary schools and...
The National Training School for Music (NTSM, 1876–1882) was a Victorian-era music education institu...
About the book: Issues in Music Teaching stimulates critical reflection on a range of topics relat...
This chapter makes a polemical intervention by arguing that Music Departments and institutions withi...