Previous research suggested that much secondary school music is unimaginatively taught and out of touch with children's interests, although this may be changing. Only seven per cent of secondary school pupils take GCSE music, and there is general concern among teachers, pupils, inspectors and policymakers about the 'problem of secondary school music'. Paradoxically, this problem is being debated at a time when music has immense and increasing importance in the lives of many young people. This study examines 'school music' in relation to 'out of school music', with particular focus on the interests and experience of music teachers. The findings show that young teachers put increasing emphasis on the value of good communications and interpersonal skills, rather than musical ability, as they go through their first year of teaching.
Key findings
The vast majority of the 74 PGCE students surveyed followed the traditional academic path to teaching, via university. The older students often had additional performance or instrumental teaching diplomas, and sometimes higher degrees. Over 70 per cent had taught as instrumental teachers, whilst 15 per cent had given workshops or taken part in other outreach activities.
The majority of teachers played two to four instruments, and 90 per cent played the piano or had keyboard skills. They reported that the main influence on their musical lives had been their teachers or parents. They were less likely to have played in county orchestras or brass bands, and few had been active in jazz or pop music.
Teachers' rated possible personal and social aims of music education more highly than purely musical aims, such as providing a foundation for a professional career in music.
The most highly rated skills of music teachers were 'ability to enthuse' and 'good communication skills'.
Music students were more likely than music education students to the value of 'introducing pupils to the Western classical tradition and 'to provide performers/musicians of the future' than of 'developing the whole personality'. Over the period of the study newly qualified teachers did not change their views of their own effectiveness as teachers or musicians, but they did change their attitudes to teaching. They increasingly emphasised communication and interpersonal skills rather than musical performance.
About the study
The findings were based on observations, case histories and surveys of trainee music teachers using specially developed questionnaires, and a longitudinal follow-up study of 29 teachers in their first post. The research was conducted by DJ Hargreaves and Graham F Welch at the University of Surrey, Roehampton.
Further details
The study was part of the Teacher Identities in Music Education (TIME) project.
Key words
Music, schools, teaching
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