Music prodigy university8/3/2023 ![]() ![]() I found that the National Curriculum for Music, which emerged in 1992, was influenced by conservative views of education, and that A Level education, or the ‘gold standard’, celebrates a traditionalist view that values and disseminates the European Western canon through curricula. By conducting historical research into the history of educational policy and music education reforms in the 1980s, 1990s and 2000s, I gained a deeper understanding of the most significant debates according to leading historians through a historiography of significant texts that addressed the overarching situation of education and music education policy changes in England in recent history. As several methods were utilised, a variety of findings were observed. Through an inter- and transdisciplinary methodology, which includes a qualitative historical and sociological approach underpinned by feminist theory, I conducted multimethod research utilising historical approaches, document analysis, and in-depth interviews. I argue that by not including feminist or critical musicology in A Level music syllabi, we have once again succumbed to what Karin Pendle described in 1991 as the ‘add-and-stir’ method, which addresses the ‘what and how many’, but does not address the ‘how and why’. Although the recent inclusion of female representation in the syllabus is, indeed, a significant change in the position of women composers and songwriters in music education, through a historical investigation of curricula from three examination boards in England that offer A Level music, this research has shown that the central concerns of feminist musicology which appeared largely in the 1990s have yet to be addressed. In the summer of 2015 Jessy McCabe, a 17-year old British student, started an online petition that eventually led to the inclusion of five women composers and songwriters in Edexcel’s A Level music specification. These recommendations focused on a closer working relationship between institutions with increased opportunity for staff development, sharing of resources and staff support. This subsequently informed several recommendations that were suggested to help support schools and further education institutions in their provision of music and music technology courses. This data was then reflected upon in the light of recent changes made to GCSE and GCE music technology specifications, and several conclusions were drawn. These workshops were designed to elicit key data from both students and staff to explore the current provision of music technology and learner skills, ascertain responses to the technology and techniques introduced in the workshop, and develop a clearer picture of educational and career progression potential in students. “It’s just like friendships because you invest time in friends, then you’ll get to understand people better.Five practical workshops were carried out in local schools and colleges with level 2 and 3 students with the purpose of introducing technologies utilised at University Centre Doncaster. Once you have the right tools, which might be (within) the next few decades or so, it could be solved - it could be proved or disproved,” he said. “As of now, it’s a very difficult problem to solve. Nathanael likened friendship to the Riemann hypothesis, which has been called one of the greatest unsolved problems in pure maths. He agreed, for example, with Laura Lim Wee Heang, who wrote, “What’s important isn’t quantity but quality of friends.” Some of them commented that he appeared “very sociable” and expressed their confidence that he would make friends and meaningful connections with others in future.ĬNA Insider caught up with him after the series aired and found out more about his views on friendship and his reactions to the comments. Viewers of CNA Insider’s YouTube channel have offered tips and words of encouragement. ![]() Nonetheless, he was “really happy” and gushed: “Thank you, Dad!” When he learnt he had got an A and was one mark from an A*, he whooped, then remarked that he could have got a higher mark. The home-schooler’s self-professed lack of social skills was not apparent on the programme, however.īefore the results of his Further Mathematics A level examination - which he took as a private candidate - were released, he declared chirpily: “I studied really hard for this exam, (and) I hope to get at least a B.” ![]()
0 Comments
Leave a Reply.AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |