Hostname: page-component-cd9895bd7-gxg78 Total loading time: 0 Render date: 2024-12-25T04:39:17.380Z Has data issue: false hasContentIssue false
  • English
  • Français

Reflection, theory and practice

Published online by Cambridge University Press:  01 November 2008

Keith Swanwick
Keith Swanwick*
Affiliation:
[email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

A brief review of the state of music education in the UK at the time of the creation of the British Journal of Music Education (BJME) leads to a consideration of the range and focus of topics since the initiation of the Journal. In particular, the initial requirement of careful and critical enquiry is amplified, drawing out the inevitability of theorising, an activity which is considered to be essential for reflective practice. The relationship of theory and data is examined, in particular differentiating between the sciences and the arts. A ‘case study’ of theorising is presented and examined in some detail and possible strands of future development are identified.

Type
Research Article
Information
British Journal of Music Education , Volume 25 , Issue 3 , November 2008 , pp. 223 - 232
Copyright
Copyright © Cambridge University Press 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

BARRETT, M. (2002) ‘Towards a ‘situated’ view of the aesthetic in music education’, Journal of Aesthetic Education, 36 (3), 67–77.CrossRefGoogle Scholar
BARRETT, M. S. (2007) ‘Musical appreciation: exploring similarity and difference’, in Bresler, L. (Ed.), International Handbook of Research in Arts Education (1, pp.605–619). Dordrecht: Springer.Google Scholar
BENTLEY, A. (1966) Measures of Musical Abilities. London: Harrap.Google Scholar
BUNTING, R. (1977) The common language of music, music in the secondary school curriculum, Working Paper 6, Schools Council, York University.Google Scholar
BURNARD, P. (2000) ‘Examining experiential differences between improvisation and composition in children's music-making’, British Journal of Music Education, 17 (3), 227–245.CrossRefGoogle Scholar
BURNARD, P. (2007) ‘Routes to understanding musical creativity’, in Bresler, L. (Ed.), International Handbook of Research in Arts Education (2, pp.1199–1214). Dordrecht: Springer.Google Scholar
CONNERTON, P., Ed. (1976) Critical Sociology. Harmondsworth: Penguin.Google Scholar
EISNER, E. W. (1985) The Art of Educational Evaluation. London and Philadelphia: Falmer Press.Google Scholar
FINNEY, J. (1999) ‘The rights and wrongs of school music: considering the expressivist argument and its existential component’, British Journal of Music Education, 16 (3), 237–244.CrossRefGoogle Scholar
GARDNER, H. (1993) The Unschooled Mind. London: Fontana.Google Scholar
HARGREAVES, D. J. (1986) The Developmental Psychology of Music. Avon: Cambridge University Press.CrossRefGoogle Scholar
HARGREAVES, D. J., MARSHALL, N. A. et al. (2003) ‘Music education in the twenty-first century: a psychological perspective’, British Journal of Music Education, 20 (2), 147–163.CrossRefGoogle Scholar
KRESS, G. (1985) Linguistic Processes In Sociocultural Practice. Oxford: Oxford University Press.Google Scholar
MEDAWAR, P. B. (1969) Induction and Intuition in Scientific Thought. London: Methuen.Google Scholar
MEYER, L. B. (1956) Emotion and Meaning in Music. Chicago and London: University of Chicago and University of California Press.Google Scholar
PAYNTER, J. (1982) Music in the Secondary School Curriculum. Cambridge: Cambridge University Press.Google Scholar
PAYNTER, J. & ASTON, P. (1970) Sound and Silence: Classroom Projects in Creative Music. Cambridge: Cambridge University Press.Google Scholar
PAYNTER, J. & SWANWICK, K. (1984) ‘Editorial’, British Journal of Music Education, 1 (1), 3–5.CrossRefGoogle Scholar
PIAGET, J. (1951) Play, Dreams and Imitation in Childhood. New York: Norton and Co.Google Scholar
POPPER, K. (1972) Objective Knowledge. Oxford: Clarendon Press.Google Scholar
REGELSKI, T. A. (1986) ‘Concept-learning and action learning in music education’, British Journal of Music Education, 3 (2), 185–216.CrossRefGoogle Scholar
SERAFINE, M. L. (1980) ‘Piagetian research in music’, Council for Research in Music Education Bulletin, 62, 1–21.Google Scholar
STUBBS, K. (1988) ‘The expressivist future in music education’, British Journal of Music Education, 5 (1), 71–91.CrossRefGoogle Scholar
SWANWICK, K. (1979) A Basis for Music Education. London: Routledge.Google Scholar
SWANWICK, K. (1988) Music, Mind and Education. London: Routledge.Google Scholar
SWANWICK, K. & TILLMAN, J. (1986) ‘The sequence of musical development: a study of children's composition’, British Journal of Music Education, 3 (3), 305–339.CrossRefGoogle Scholar
YIN, R. K. (1989) Case Study Research, Design and Methods. London: Sage.Google Scholar