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Primary music education: the misrepresentation of the ideals of curricula in research

Stakelum, M. (2008) Primary music education: the misrepresentation of the ideals of curricula in research. Irish Educational Studies, 27 (3). pp. 281-293. ISSN 0332-3315

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To link to this article DOI: 10.1080/03323310802242229

Abstract/Summary

The author starts from a historical viewpoint to suggest that, at primary level, we have tended to perpetuate a nineteenth-century notion of music education. This is evident in the selection and organisation of musical content in curriculum documents, the scope of the teacher-pupil transaction implicit in these and the assumptions about music education which underpin research on practice conducted at official policy level. In light of the introduction of the 1999 Revised Primary School Curriculum, with its change in emphasis, she notes that it is timely to reconsider the situation. Central to this is the need to challenge the notion of music as a set of delineated skills, to explore the relationship between the primary teacher and music, and to move towards a notion of research which acknowledges the richness of multiple interpretations teachers bring to the curriculum.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education
ID Code:12643
Uncontrolled Keywords:music education, primary curriculum, appraising practice, teacher, knowledge

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