Musical elements and subject knowledge in primary school student teachers: lessons from a five-year longitudinal study
Cambridge University Press
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The introduction of a National Curriculum to England and Wales in 1988 provided the ﬁrst compulsory framework for music education. Writing in 1996, Mills suggested that in ten years time the impact of this change would result in primary school student teachers needing refreshment, and not development, of their musical knowledge. This ﬁve-year study examines primary school student teacher’s knowledge of the musical elements as they entered the one year Post Graduate Certiﬁcate in Education (PGCE) course in one institution. The results suggest that some elements as deﬁned by the relevant national curricula (duration, pace, pitch and silence) do indeed need only refreshment, but others (timbre, texture, dynamics, structure) need signiﬁcant development in schools and in training courses.
British Journal of Music Education;
Beauchamp, G. (2010) 'Musical elements and subject knowledge in primary school student teachers: lessons from a five-year longitudinal study', British Journal of Music Education, 27(03), pp.305-318
Publisher's PDF made available in accordance with the publisher's self-archiving policy. © Cambridge University Press [Beauchamp, 2010].
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