Search results
Assessment in music education has been researched over many years. This research has taken a number of forms, and draws on an eclectic mixture of domains. Key informants have been: work done in general education, and teaching and learning, as well as music-specific work. Assessment in education must, first and foremost, serve the purpose of
Jan 27, 2022 · Understanding music and musical meaning is a central question in various domains such as philosophy, anthropology, social sciences, semiotics and music education.
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.
- 275KB
- 11
Hargreaves and Zimmerman reviewed three main theories, namely Swanwick and Tillman’s (1986) ‘spiral’ model, Serafine’s (1988) developmental view of ‘music as cognition’, and the symbol system approach, principally associated with Howard Gardner and the Harvard Project Zero group.
- Graham Welch
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.
interests include investigating quality music education programs at all levels – school and university; sustainable vocal health for music teachers; and researching the experiences of international students during their study
People also ask
What is the research on music education?
What are the key concepts in a music curriculum?
What are the elements of Music Education?
Is music a structural principle?
Jul 1, 2003 · This scholarly review delves into the nuanced facets of Music Education, emphasizing its foundational principles and its pedagogical relevance in primary educational frameworks.
