Open AccessIntercultural perspectives on formal and informal Music learning
Author(s) -
David J. Hargreaves
Publication year - 2011
Publication title -
dedica
Language(s) - English
Resource type - Journals
eISSN - 2182-018X
pISSN - 2182-0171
DOI - 10.30827/dreh.v0i1.7152
Subject(s) - curriculum , music education , power (physics) , pedagogy , sociology , work (physics) , formal education , formal learning , music geography , politics , contemporary classical music , musicology , music history , psychology , political science , visual arts , art , engineering , mechanical engineering , physics , quantum mechanics , law , musical
This paper reviews some of the changes and developments that have occurred in music education over the last decade, following Hargreaves and North’s (2001) international review. I describe some recent developments in England, in which change has been very rapid, and in which education has had a high political profile, and then consider the three main issues which emerged from our international review, namely curriculum issues; the aims and objectives of music education; and the relationship between music in and out of school. I go on to describe two theoretical models which were developed as a result of my work with the Qualifications and Curriculum Authority (QCA) in England: these are models of the different opportunities in music education, and of its intended outcomes. The first of these reveals the importance of the differences between formal and informal music learning, both of which can take place inside as well as outside schools. I conclude by reflecting on the power and ubiquity of music in young people’s everyday lives, which mean that music education policy should reflect and capitalize upon this power.