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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.
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
Traditional and Non-Traditional Values and Expectations in Music Education: Evolving Perceptions of Importance. Paper presented at the International Seminar of the Policy Commission on Culture, Education, and Media, International Society for Music Education, Kaifeng, China.
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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.
This ‘artisan’ approach to music education, in which students are required to develop advanced technical skills, underplays the importance of creative thinking and creative expression, and contributes towards the ‘fundamental mastery misconception’.
- Graham Welch
Apr 5, 2016 · Music education has a long history of defending its place in the school curriculum, with practitioners and researchers alike arguing for the creative, social and cognitive benefits of music in young people's lives.
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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.
