Hostname: page-component-78c5997874-m6dg7 Total loading time: 0 Render date: 2024-11-13T07:46:16.820Z Has data issue: false hasContentIssue false
  • English
  • Français

The perceptions of non music staff and senior management of the impact of the implementation of the Musical Futures approach on the whole school

Published online by Cambridge University Press:  18 July 2016

Susan Hallam ,
Andrea Creech  and
Hilary McQueen
Susan Hallam
Affiliation:
UCL Institute of Education, 20 Bedford Way, London, WC1H OALs.hallam@ioe.ac.uk, a.creech@ioe.ac.uk, h.mcqueen@ioe.ac.uk
Andrea Creech
Affiliation:
UCL Institute of Education, 20 Bedford Way, London, WC1H OALs.hallam@ioe.ac.uk, a.creech@ioe.ac.uk, h.mcqueen@ioe.ac.uk
Hilary McQueen
Affiliation:
UCL Institute of Education, 20 Bedford Way, London, WC1H OALs.hallam@ioe.ac.uk, a.creech@ioe.ac.uk, h.mcqueen@ioe.ac.uk
Get access Rights & Permissions [Opens in a new window]

Abstract

This research aimed to provide an account of the impact of the Musical Futures approach on the wider school community in Musical Futures ‘Champion Schools’. Questionnaires were completed by 344 non-music teachers. Interviews were undertaken with members of senior management teams. The majority of staff indicated that Musical Futures had had a positive impact on student motivation, well-being, self-esteem and confidence and had encouraged students to work together. There was less agreement that it had improved student concentration, organisation and students’ attitudes towards learning and academic progression. The interviews provided deeper insights into the issues relating to implementation.

Type
Research Article
Information
British Journal of Music Education , Volume 33 , Issue 2 , July 2016 , pp. 133 - 157
Copyright
Copyright © Cambridge University Press 2016 

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

ALLSUP, R. (2008) Creating an educational framework for popular music in public schools: Anticipating the second-wave. Visions of Research in Music Education, 12. Retrieved from http://www.usr.rider.edu/-vrme/v12n1/vision/1%20AERA%20-%20Allsup.pdfGoogle Scholar
BALL, S. J. (2003) The teacher's soul and the terrors of performativity. Journal of Educational Policy, 18 (2), 215–28.Google Scholar
BENSON, F. (2012) Thrown in at the deep end: Informal learning in a primary music classroom. Unpublished undergraduate thesis, Sydney Conservatorium of Music, University of Sydney.Google Scholar
BERGMAN, A. (2009) Vaxa upp med music: ungdomars musikanvandande i skolan och pa fritiden (Growing up with music. Young people's use of music in school and during lesson time.) PhD Dissertation, University of Gothenburg.Google Scholar
BLAKEMORE, S. J. & FRITH, U. (2000) The implications of recent developments in neuroscience for research on teaching and learning. London: Institute of Cognitive Neuroscience.Google Scholar
BRAUN, V. and CLARKE, V. (2006). Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 77–101Google Scholar
CAIN, M. (2007) Redefining the other: Teaching delight in Cultural Variety, Journal for Music-in-Education, 1, 35–39.Google Scholar
D'AMORE, A. (2014) Ten Years of Musical Futures: Take, Use, Innovate, Share. London: Paul Hamlyn FoundationGoogle Scholar
DOWLING, W. J. (1993) Procedural and declarative knowledge in music cognition and education. In Tighe, T. J. & Wilding, W.J. (Eds.) Psychology and Music: The understanding of melody and rhythm (pp. 5–18.) Hillsdale, N.J.: Erlbaum.Google Scholar
ERAUT, M. (2000) Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70 (1), 113–136.Google Scholar
EVANS, S.E., BEAUCHAMP, G., & JOHN, V. (2015) Learners’ experience and perceptions of informal learning in Key Stage 3 music: a collective case study, exploring the implementation of Musical Futures in three secondary schools in Wales, Music Education Research, 17 (1), 1–16.Google Scholar
FINNEY, J. & PHILPOTT, C. (2010) Informal learning and meta-pedagogy in initial teacher education in England. British Journal of Music Education, 27 (1), 7–19.CrossRefGoogle Scholar
FOLKESTAD, G. (2006) Formal and Informal learning situations or practices vs formal and informal ways of learning. British Journal of Music Education, 23 (2), 135–146.Google Scholar
GATIEN, G. (2012) Categories and music transmission. In Karlsen, S. & Vakeva, L (Eds.) Future Prospects for Music Education (pp. 53–78). Newcastle on Tyne: Cambridge Scholars Publishing.Google Scholar
GEORGII-HEMMING, E (2006) Personal experiences and professional strategies. Music Education Research, 8 (2), 217–36.Google Scholar
GEORGII-HEMMING, E. & WESTVALL, M. (2010) Teaching music in our time: a study of student teachers’ reflections on participation, inclusion and the right to musical development in their school-based music teacher education. Music Education Research, 12 (4), 353–67.Google Scholar
GEORGII-HEMMING, E. & WESTVALL, M. (2012) Music Education: A personal matter? Examining the current discourses of music education in Sweden. In Karslen, S. & Vakeva, L. (Eds.) Future prospects for music education: Corroborating informal learning pedagogy (pp. 97–114). Newcastle on Tyne, UK: Cambridge Scholars Publishing.Google Scholar
GREEN, L. (2002) How Popular Musicians Learn: A Way Ahead for Music Education. Aldershot: Ashgate Publishing Ltd.Google Scholar
GREEN, L. (2008) Music, Informal Learning and the School: A New Classroom Pedagogy. Aldershot: Ashgate Publishing Ltd.Google Scholar
HALLAM, S., CREECH, A., SANDFORD, C., RINTA, T. & SHAVE, K. (2008) Survey of Musical Futures. London: Institute of Education.Google Scholar
JAFFURS, S.E. (2004) The impact of informal music learning practice in the classroom, or how I learned how to teach from a garage band. International Journal of Music Education, 22 (3), 187–200.Google Scholar
JEANNERET, N. (2010) Musical Futures in Victoria. Australian Journal of Music Education, 2, 148–164.Google Scholar
JEANNERET, N., MCLENNAN, R., & STEVENS-BALLENGER, J. (2011) Musical Futures: An Australian Perspective Findings from a Victorian Pilot study. Melbourne Graduate School of Education, Melbourne University.Google Scholar
JOHN, V & EVANS, S. (2013) Musical Futures: Summary of the Findings of the Wales Pilot 2011–2012. DOI. https://www.musicalfutures.org/resource/27964/title/musicalfutureswalespilot201112. [Accessed 14 January 2015]Google Scholar
KARLSEN, S. & VAKEVA, L. (2012) (Eds.) Future prospects for music education: Corroborating informal learning pedagogy. Newcastle on Tyne, UK: Cambridge Scholars Publishing.Google Scholar
MUSICAL FUTURES (2014) www.musicalfutures.org.uk [Accessed 20 July 2015]Google Scholar
OFSTED (2006) An Evaluation of the Paul Hamlyn Foundation's Musical Futures Project (HMI 2682). London: Ofsted.Google Scholar
ORGANISATION FOR ECONOMIC COOPEARATION AND DEVELOPMENT (OECD) (2007) Activity on recognition of non-formal and informal learning. Pan-Canadian overview. Council of Minsters of Education, Canada.Google Scholar
O'NEILL, S. & BESPFLUG, K. (2011) Musical Futures comes to Canada: engaging students in real-world music learning. Canadian Music Educator/ Musicien Educateur au Canada, 53 (2), 25.Google Scholar
PARNCUTT, R. (2006) Prenatal development. In McPherson, G.E. (Ed.) The child as Musician (pp. 1–31). Oxford: Oxford University Press.Google Scholar
PATTON, M. Q. (1990).Qualitative Evaluation and Research Methods (2nd Edn.) Newbury Park, CA: Sage.Google Scholar
PAYNTER, J. (2000) Making progress with composing. British Journal of Music Education, 17 (1), 5–31.Google Scholar
PROUTY, K. E. (2002) From Storyville to State University: the interaction of academic and non-academic learning cultures in post-secondary jazz education. Dissertation abstracts International, 64 (1).Google Scholar
SKOLVERKET (Swedish National Agency for Education) (2004) Nationell utvardering av grundskolan 2003. Bild, him-och konsumentkunskap, idrott och halsa, music och slojd (National Evaluation of the Compulsory School in 2003. Subject Report.) http://www.skolverket.se/publikationer?id=1385Google Scholar
SLOBODA, J. (2001) Emotion, functuality, and the everyday experience of music: where does music education fit? Music Education Research, 3 (2), 243–254.Google Scholar
SUDNOW, D. (1978/1993) Ways of the hand: the organisation of improvised conduct. London: Routledge and Kegan Paul.Google Scholar
STRAUSS, C. (1984) Beyond ‘formal’ vs ‘informal’ education: uses of psychological theory in anthropological research. Ethos, 12 (5), 195–222.Google Scholar
VAKEVA, L (2006) Teaching popular music in Finland: what's up, what's ahead. International Journal of Music Education, 24 (2), 126–131.CrossRefGoogle Scholar
VAKEVA, L (2010) Garage band or GarageBand®: Remixing Musical Futures. British Journal of Music Education, 27 (1), 59–71.Google Scholar
WRIGHT, R & KANELLOPOULOS, P. (2010). Informal music learning, improvisation and teacher education. British Journal of Music Education, 27 (1), 71–88.Google Scholar
YOUNKER, B.E, WRIGHT, R., LINTON, L., & BEYNON, C. (2012). Tuning into the future: Sharing initial insights about the 2012 Musical Futures pilot project in Ontario. Canadian Music Educator, 53 (4), 14–18.Google Scholar