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'Learners’ experience and perceptions of informal learning in Key Stage 3 music lessons: a collective case study, exploring the implementation of Musical Futures in three secondary school in Wales’

Thumbnail
Author
Sarwar (nee Evans), Sian
Beauchamp, Gary
John, Vivienne
Date
2014
Type
Article
Publisher
Taylor and Francis
ISSN
1461-3808
Metadata
Show full item record
Abstract
In Wales, one of the seven core aims of the Welsh Government is the importance of allowing the voices of young people to be heard. This investigation placed pupil voice at its centre, exploring the impact of Musical Futures during the 2011– 2012 pilot in three schools in Wales. Semi-structured interviews with focus groups of six to eight Key Stage 3 (KS3) learners provided evidence specific to each educational context, insight into learners’ views regarding the approach and explored: their learning preferences and reflections on the outcomes; the extent to which they directed their own learning; and the skills they acquired and/or developed. A thematic analysis of the interviews illustrated how the implementation of Musical Futures can vary from school to school. The findings indicated that a less formal environment engaged and motivated KS3 learners and provided a platform for developing both musical and extra-musical skills.
Journal/conference proceeding
Music Education Research.;
Citation
Evans, S., Beauchamp, G. and John, V. (2014) ‘Learners’ experience and perceptions of informal learning in Key Stage 3 music lessons: a collective case study, exploring the implementation of Musical Futures in three secondary school in Wales’, Music Education Research. 17 (1), pp.1-16
URI
http://hdl.handle.net/10369/7663
DOI
http://dx.doi.org/10.1080/14613808.2014.950212
Collections
  • Education Research [263]

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