Dalladay, Christopher (2011) ‘The biography of music teachers and their understanding of musicality’, Research in Secondary Teacher Education, 1(1), pp. 9-15.
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This article describes an ongoing research project with secondary music teachers and teacher trainees in England which forms part of studies for a PhD. The hypothesis on which it is founded is that the educational, environmental, experiential and musical background of secondary music teachers has a significant part to play in the curriculum they present and the manner in which they assess the musicality of their pupils. A ‘classically’ trained musician, for example, may view the development of musicianship in the young people they may teach in a more traditional manner (eg using notation, developing strict performance technique) than the musician who has developed more informally (eg through improvisation and performance by ear). This paper seeks to explore research into the formation of secondary music teacher and musician identity along with the notion of what it is to be musical.
|Divisions:||Schools > Education and Communities, Cass School of
Journals > Research in Teacher Education
|Additional Information:||Citation: Dalladay, C. (2011) ‘The biography of music teachers and their understanding of musicality’, Research in Secondary Teacher Education, 1(1) pp.9-15..|
|Date Deposited:||06 Apr 2011 10:49|
|Last Modified:||09 Oct 2012 12:14|
|Depositing User:||Stephen Grace|