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Editorial Research: Music education in a time of pandemic

Published online by Cambridge University Press:  11 June 2020

Alison Daubney  and
Martin Fautley
Alison Daubney*
Affiliation:
Alison Daubney, University of Sussex, UK
Martin Fautley
Affiliation:
Martin Fautley, Birmingham City University, UK
*
*Corresponding author. Email: alison.daubney@googlemail.com
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Abstract

This article, written at the time it was taking place, discusses the effects that the COVID-19 pandemic is having on music education in schools, focusing on the UK. It discusses how schools and teachers have had to make a sudden shift to a largely on-line modality, and the effects of these on teaching and learning in music. It asks questions of curriculum and assessment, especially with regard to the fact that classroom teachers in England are having to use their professional judgment to provide grades for external examinations, where hitherto these would have come from examination boards. It questions the ways in which teachers have been inadequately prepared and supported for this, by years of neoliberal undermining of confidence. It goes on to question accountability, and teacher training, raising issues which, at the time of writing, are of significant concern or music education.

Keywords

COVID-19curriculumassessmentteacher traininginspectionEngland
Type
Articles
Information
British Journal of Music Education , Volume 37 , Issue 2 , July 2020 , pp. 107 - 114
Copyright
© Cambridge University Press 2020

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