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ERIC Number: EJ1016876
Record Type: Journal
Publication Date: 2013-Jul
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0265-0517
EISSN: N/A
Beyond a Constructivist Curriculum: A Critique of Competing Paradigms in Music Education
Garnett, James
British Journal of Music Education, v30 n2 p161-175 Jul 2013
The distinction between learning to perform on an instrument or voice and learning music in a wider sense is one that is made in many countries, and is especially pertinent in England in the context of recent policy developments. This article argues that, whilst this distinction has come to represent curricula based on the opposing paradigms of behaviourist and constructivist approaches to learning, this opposition does not necessarily extend to the pedagogy through which the curricula are taught. A case study of the National Curriculum in England highlights the characteristics of a curriculum based on constructivist principles, along with the impact this has when taught in a behaviourist way. It is argued that conceiving the curriculum in terms of musical competencies, and pedagogy in terms of musical understanding, would provide a basis for greater continuity and higher quality in the music education experienced by young people.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A