Hostname: page-component-586b7cd67f-r5fsc Total loading time: 0 Render date: 2024-12-01T03:54:10.680Z Has data issue: false hasContentIssue false
  • English
  • Français

Music: a source of deep imaginative satisfaction?

Published online by Cambridge University Press:  18 December 2008

Charles Byrne  and
Mark Sheridan
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper gives the first insight into the establishment and development of the Strathclyde Consortium for Action Research in Learning Approaches and Teaching Techniques in Inventing (SCARLATTI) Project, and reflects on the changes to the music curriculum in Scottish secondary schools over the last twenty years. There is evidence to support the view that Inventing is an area of the curriculum which is causing music teachers some anxiety (Sheridan, 1992) and this paper examines the teaching and learning of the skills required of both teachers and pupils for the Inventing element of Standard Grade music (Byrne, 1996). The authors have launched an action research music project (Bresler, 1995; Adelman & Kemp, 1992; Treacher, 1989) which it is hoped will refocus the thinking of music teachers in schools by creating a dynamic network to provide a forum for the discussion of ideas and a means whereby experiences and materials can be shared, and new approaches and methods considered and implemented. A feature of the SCARLATTI project is a World Wide Web discussion group that will provide a communication link for schools involved in the project as well as a platform for teachers to air issues, ideas and views.

Type
Research Article
Information
British Journal of Music Education , Volume 15 , Issue 3 , November 1998 , pp. 295 - 301
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

Adelman, C. & Kemp, A. E. (1992) ‘Case study and action research', in Kemp, A. E. (Ed.), Some Approaches to Research in Music Education. International Society for Music Education: Reading.Google Scholar
Bresler, L. (1995) ‘Ethnography, phenomenology and action research in music education', The Quarterly Journal of Music Teaching and Learning 6 (3), 4–16.Google Scholar
Byrne, C. (1996) ‘The use of pattern and echo in developing the creative abilities of secondary school pupils’, British Journal of Music Education 13, 143–54.CrossRefGoogle Scholar
Consultative Committee on the Curriculum (1984) Music for All, Occasional Paper 3, Dundee: Consultative Committee on the Curriculum, Scottish Curriculum Development Service.Google Scholar
Higher Still Development Unit (1996) Core Skills: Further Consultation Document Spring 1996. Edinburgh: Scottish Consultative Committee on the Curriculum.Google Scholar
Mark, M. (1978) Contemporary Music Education. New York: Schirmer Books.Google Scholar
Paynter, J. (1982) Music in the Secondary School Curriculum. Cambridge: Cambridge University Press.Google Scholar
Scottish Examination Board (1985) Scottish Certificate of Education Examination: Conditions and Arrangements 1985. Dalkeith: Scottish Examination Board.Google Scholar
Scottish Examination Board (1988) Scottish Certificate of Education: Standard Grade; Arrangements in Music. Dalkeith: Scottish Examination Board.Google Scholar
Scottish Examination Board to Charles Byrne, 28 April 1994. ‘Music Inventing Skills Statistics'.Google Scholar
Scottish Examination Board to Charles Byrne, 5 December 1994. ‘Music Inventing Skills Statistics'.Google Scholar
Scottish Examination Board to Charles Byrne, 18 December 1996. ‘Music Inventing Skills Statistics'.Google Scholar
Scottish Education Department (1977a) The Structure of the Curriculum in the Third and Fourth Years of the Scottish Secondary School. Edinburgh: HMSO.Google Scholar
Scottish Education Department (1977b) Assessment for All. Edinburgh: HMSO.Google Scholar
Scottish Education Department (1978) Music in Scottish Schools. Edinburgh: HMSO.Google Scholar
Sheridan, M. (1992) ‘Post-compulsory education in Scottish schools’, British Journal of Music Education 9, 217–31.Google Scholar
Sloggie, J. & Ross, J. (1985) ‘Music in Scottish secondary schools: towards a new vision’, British Journal of Music Education 2, 267–77.Google Scholar
Treacher, V. (ed.) (1989) Assessment and Evaluation in the Arts. Berkshire Local Education Authority: Reading.Google Scholar
Witkin, R. (1974) The Intelligence of Feeling. London:Heinemann.Google Scholar