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Refraining curriculum design

Published online by Cambridge University Press:  18 December 2008

Angela Major
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Abstract

Many music teachers in Secondary Schools, when designing schemes of work, use music elements, concepts and musical devices as a focus for choosing holistic practical activities. The idea behind such a practice appears to be to enable pupils to understand more clearly these concepts through reinforcement in listening and performing activities and through the application of the device to their composing tasks. While still retaining an important place in the curriculum for concepts/music elements, it is suggested that curriculum schemes might be built around the mastery of a wide range of skills. A new way of thinking about curriculum design in music is sought, to enable a more effective musical experience for pupils.

Type
Research Article
Information
British Journal of Music Education , Volume 13 , Issue 3 , November 1996 , pp. 183 - 193
Copyright
Copyright © Cambridge University Press 1996

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