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Musical culture and the primary school: an investigation into parental attitudes to Whole Class Ensemble Teaching in the English primary school and potential impacts on children’s musical progress

Published online by Cambridge University Press:  28 October 2019

Anthony Anderson  and
Sarah Barton-Wales
Anthony Anderson*
Affiliation:
Centre for the Study of Practice and Culture in Education, Faculty of Health, Education, and Life Sciences, Birmingham City University, Westbourne Road, Edgbaston, Birmingham B15 3TN, UK
Sarah Barton-Wales
Affiliation:
Leicester-Shire Schools Music Service, Leicestershire County Council, Room G10, County Hall, Glenfield, Leicester LE3 8RA, UK
*
Corresponding author: Email: [email protected]
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Abstract

Musical cultures in primary schools are influenced by motivators which include intrinsic and extrinsic factors. Whole Class Ensemble Teaching (WCET) as realised through provision from Music Education Hubs in England is an extrinsic factor which has been widely influential. This article explores the dynamics in play in parental engagement in music provision, as realised through domains of musical value and progression in the context of WCET provision. It presents research, based on data from one primary school in the English Midlands, drawing on responses from children, parents, the WCET teacher and the head teacher of the school. The research used semi-structured interviews and graphical elicitation as research methodologies to create a conceptual map of theoretical perspectives for parental responses to WCET and suggests that triangulating motivating influences from parents, WCET and learners remain an emergent domain.

Keywords

Musical culturesWhole Class Ensemble Teaching (WCET)Music Education Hubs (MEHs)valueprogression
Type
Articles
Information
British Journal of Music Education , Volume 36 , Issue 3 , November 2019 , pp. 267 - 279
Copyright
© Cambridge University Press 2019 

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