Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-29T04:08:48.800Z Has data issue: false hasContentIssue false
  • English
  • Français

Partnerships in the classroom

Published online by Cambridge University Press:  18 December 2008

Sue Cottrell
Get access Rights & Permissions [Opens in a new window]

Abstract

This article is a summary of a report and survey commissioned by the London Arts Board (LAB) and Yamaha-Kemble (UK) in August 1994. The survey followed the progress of a year-long music education partnership between seven schools and three music organisations in the capital. The aim of the survey was to monitor pupils' learning outcomes in order to evaluate the effects of the musicians' and teachers' work on pupils' progress and to identify the core elements for effective collaboration between music organisations and schools. Of the seven partnerships, four had largely favourable outcomes. This article summarises the findings and conclusions which may be drawn from the project.

Type
Research Article
Information
British Journal of Music Education , Volume 15 , Issue 3 , November 1998 , pp. 271 - 285
Copyright
Copyright © Cambridge University Press 1998

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Department of Education and Science/welsh Office (1991) Music for Ages 5 to 14: Proposals of the Secretary of State for Education and Science and the Secretary of State for Wales.Google Scholar
Curriculum Council for Wales (1992) Music in the National Curriculum: Non-statutory Guidance for Teachers.Google Scholar
National Curriculum Council (1992) Music Non-Statutory Guidance.Google Scholar
Pratley, D., Rhydderch, G. and Stephens, J. (1993) Musicians Go To School. London Arts Board.Google Scholar
Swanwick, K. and Tillman, J. (1986) ‘The sequence of musical development’, British Journal of Music Education 3, 305–39.CrossRefGoogle Scholar