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This section considers the key curriculum frameworks that music should be taught through. As we have seen, these include Key Concepts and Key Processes (the focus of Chapter 2). Chapter 3 explores the ways in which a cross-curricular approach to teaching and learning in music can be beneficial.
Jan 27, 2022 · Abstract. Understanding music and musical meaning is a central question in various domains such as philosophy, anthropology, social sciences, semiotics and music education. Discover the...
Mar 1, 2019 · PDF | An effective assessment process can improve student performance, guide instructional decisions, and advocate for a music program.
In these publications, Ockelford argues that an infant’s first experience of music is as a confusion of sound, then gradually through extrapolating features, patterns and structures that are available in their soundworld.
We do not present this example to advocate one way of teaching music rather than another, but as a way of highlighting how the delivery of music education within a school context can influence the pupils’ developing sense of musical identity, and the resulting development of musical skills.
- Graham Welch
Defining the purpose of music education more widely, however, reveals a much stronger evidence base, seen everywhere (but not always noticed) in the uses of music amongst the general population.
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When asking pre-service teacher education students to integrate arts (dance, drama, music, visual art) into their lesson planning, the outcome is often the addition of a random song or asking learners to draw what they have focused on during the lesson.
