Ian Axtell reflects on the music curriculum and asks: ‘is time for music education in England going to disappear in schools?’
“Classroom music can instill the same sense of motivation and challenge if musical events are a regular part of the curriculum…Where music making is shared there is an opportunity to be positive, to recognise and value individual contributions and to promote meaningful thinking and learning. However, relying on the musical events themselves is not enough. Composing or performing do not just happen. They quickly lose their value if pupils are not provided with the time and space to prepare. Regular recordings can provide a safety net and promote the opportunity reflect, adapt and improve music making prior to an event but time is needed for this to happen.”
“Personal experience suggests that the opportunity for children to experience the buzz of sharing a musical event or magical moment, particularly after their careful planning and preparation, is disappearing because music does not fit into the EBACC or STEM agendas…the emphasis from government is on a narrow perception of academic knowledge that prioritises certain subject domains at the expense of others.”
Music is an academic subject but it is not just theoria, it is also techne and poiesis. Music education goes beyond the academic because it brings together a variety of ways of thinking and doing. It is cognitive but also psycho-motor and affective (Pierce & Gray, 2013).
“If schools are being measured through their engagement with the EBACC then will the time for all pupils to engage with active music making be reduced or even stopped entirely? This appears to be already happening, particularly in the context of Key Stage 4. If there is no Key Stage 4 music then what will happen to music at Key Stage 3 or Key Stage 2?”
Read the full article here: https://ianaxtell.wordpress.com/