Depth, provenance and critical engagement in music education

In a previous blog I thought it likely that year 7 pupils would be singing in their music lessons at this time of the term – an obvious point of continuity and progression with their primary school experience. In this secondary school year 7 pupils are learning to sing O Waly Waly. The teacher has …

Continue reading Depth, provenance and critical engagement in music education

Ofsted’s dubious provenance?

The recently published Ofsted report ‘Music in schools: what hubs must do’ has understandably caused great irritation and confusion. (See http://engagedlearning.co.uk/?p=2136 #mufuchat for a view on Ofsted’s undue influence and dubious legitimacy.) The report speaks a different language from the previous ‘Wider, still and wider’ report. The former set out a view of what musical …

Continue reading Ofsted’s dubious provenance?

What is knowledge rich? Part 9: and the weight of musical scholarship

I find myself returning to the question: what is music? What kind of thing is it? What conception of music do we hold? One answer might be that music is whatever we want it to be. But this radical subjectivism is unlikely to help in finding a basis for a music education sponsored by the …

Continue reading What is knowledge rich? Part 9: and the weight of musical scholarship

What is knowledge rich? Part 4: cultural capital

‘… we must shift from seeing education as primarily concerned with knowledge to seeing it as primarily concerned with social practices’. (Hirst, 1993) In parts 1, 2 and 3 I have worked from Hirst’s conclusion about knowledge and the curriculum. I have explored the idea of music as a significant social cultural practice and how …

Continue reading What is knowledge rich? Part 4: cultural capital

What is knowledge rich? Part 2: social practices

‘… we must shift from seeing education as primarily concerned with knowledge to seeing it as primarily concerned with social practices’. (Hirst, 1993) In Part 1 I began my enquiry into the current interest in knowledge-led and knowledge-rich curriculum and the case of music education by returning to the thesis of Paul Hirst first set …

Continue reading What is knowledge rich? Part 2: social practices

What is knowledge rich? Part I: From forms of knowledge to social practices

‘… we must shift from seeing education as primarily concerned with knowledge to seeing it as primarily concerned with social practices’. (Hirst, 1993) This was Paul Hirst’s conclusion arrived at after a lifetime’s dedication to philosophical enquiry into the nature of knowledge and the curriculum. I thought that it might be a good way to …

Continue reading What is knowledge rich? Part I: From forms of knowledge to social practices

Creativity

 @Trivium21cFollowingFollowing @Trivium21c All new teachers in Australia to receive ‘compulsory creativity training’ sounds almost sinister… ‘we have ways of making you creative’ ‘That’s great news to hear that we’ve finally all agreed on what creativity is, how to teach it reliably, how to assess that, and even if it’s a thing at all. Glad we …

Continue reading Creativity

High Culture, David Bowie and a Low Symphony

Martin Robinson ‏@Trivium21c Apr 2 The Importance of Teaching ‘High Culture’ https://martinrobborobinson.wordpress.com/2016/04/02/the-importance-of-teaching-high-culture/ John finney ‏@Johnfinney8 Apr 8 @Trivium21c I am wondering whether traditional musical cultures are high cultures? Martin Robinson ‏@Trivium21c Apr 8 @Johnfinney8 I would expect in whatever culture we are talking about it exists as an idea… Even if it is spiritual ratter than …

Continue reading High Culture, David Bowie and a Low Symphony

Blue notes and false relations

Martin Fautley ‏@DrFautley It’s official! according to @TTMLondon data the commonest topic taught in music at KS3 in London is the Blues! Mark Phillips ‏@EnglishCadence @Johnfinney8 @DrFautley @TTMLondon So much musical benefit in this topic: melody, harmony, rhythm, form, riffs. And provenances of course.  Mark Phillips ‏@EnglishCadence @Johnfinney8 @kpe123 @TTMLondon Listening to Purcell. Commonalities with …

Continue reading Blue notes and false relations