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dc.contributor.authorBeauchamp, Gary
dc.date.accessioned2014-06-06T11:02:43Z
dc.date.available2014-06-06T11:02:43Z
dc.date.issued2010
dc.identifier.citationBeauchamp, 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.305-318en_US
dc.identifier.issn0265-0517
dc.descriptionPublisher's PDF made available in accordance with the publisher's self-archiving policy. © Cambridge University Press [Beauchamp, 2010].en_GB
dc.description.abstractThe 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.en_US
dc.language.isoenen_US
dc.publisherCambridge University Pressen_US
dc.relation.ispartofseriesBritish Journal of Music Education;
dc.titleMusical elements and subject knowledge in primary school student teachers: lessons from a five-year longitudinal studyen_US
dc.typeArticleen_US
dc.identifier.doihttp://dx.doi.org/10.1017/S0265051710000252


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