Adam Whittaker
Biographic Data
| ID | 4201870 |
|---|---|
| NAME | Adam Whittaker |
| GIVEN NAMES | Adam |
| FAMILY NAME | Whittaker |
| SIGNATURE | WHITTAKER A |
| AFFILIATIONS | Royal Birmingham Conservatoire |
| ORCID | 0000-0003-1839-2228 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
(Re)conceptualising an integrated music education ecosystem in England
Conceptualising music education in England as an ecosystem was central to the 2022 National Plan for Music Education. Provision spans in-school and out-of-school settings, delivered by schools, Music Hubs, charities and specialist providers. Local specificities and a complex patchwork of providers mean that there are multiple different stakeholders in helping young people to develop musically. Drawing on a decade of research, this paper reconcept…
Accessing musical and curriculum literacies
Understandings of musical literacies can embody variance in both concept and practice. Curriculum literacy, where musical concepts are placed alongside musical learning, is an unrecognised skill exhibited by classroom music teachers. Drawing from research on the origins of musical literacy and exploring English secondary schools and music teachers’ programmes of study, this article will explore and theorise the manner in which teachers draw both …
Methodological shifts and departures in music education research
In England, music education policy is deeply rooted in neoliberal ideologies, shaping classroom practice and assessments.This paper presents findings from a four-year funded longitudinal project exploring the impact of musical partnerships on young people at risk of educational exclusion.Through a posthuman lens, the researchers made a methodological shift, acknowledging the agency of non-human elements and physical spaces in musical interactions…
Re-thinking music education partnerships through intra-actions
Music education in England has been in a state of flux for a number of years due to the complexities and variability of its delivery. Many of the issues surrounding music education in England are associated with policy and practice in schools, and the complexities of funding and deployment of music activities. This creates contextual, structural and political boundaries, especially on partnership work that seeks to join up provision. This paper p…
Introduction
This essay introduces the special collection 'Representing Classical Music in the Twenty-First Century'. The editors outline what the collection is about and explain how it developed before providing synopses of the articles and linking them together. They argue for the importance of joined-up thinking between scholars from multiple disciplines, artists working across different media forms, and professionals in the classical music industry
Jacqueline du Pré as 'The Cellist' (2020)
Few musicians of the twentieth century are as recognisable as Jacqueline du Pré. Her dazzling and distinctive talent, said to have enraptured audiences the world over, was overcome by a tragic diagnosis of MS. This sense of tragedy was all the more heightened by Du Pré’s famed physicality on the stage, leading critics to use all manner of analogies in describing her playing as a physical (and even sexual) experience. Her status as a musical celeb…
No prominent works on this page.
Jacqueline du Pré as 'The Cellist' (2020)
Few musicians of the twentieth century are as recognisable as Jacqueline du Pré. Her dazzling and distinctive talent, said to have enraptured audiences the world over, was overcome by a tragic diagnosis of MS. This sense of tragedy was all the more heightened by Du Pré’s famed physicality on the stage, leading critics to use all manner of analogies in describing her playing as a physical (and even sexual) experience. Her status as a musical celeb…
Re-thinking music education partnerships through intra-actions
Music education in England has been in a state of flux for a number of years due to the complexities and variability of its delivery. Many of the issues surrounding music education in England are associated with policy and practice in schools, and the complexities of funding and deployment of music activities. This creates contextual, structural and political boundaries, especially on partnership work that seeks to join up provision. This paper p…
Introduction
This essay introduces the special collection 'Representing Classical Music in the Twenty-First Century'. The editors outline what the collection is about and explain how it developed before providing synopses of the articles and linking them together. They argue for the importance of joined-up thinking between scholars from multiple disciplines, artists working across different media forms, and professionals in the classical music industry
Methodological shifts and departures in music education research
In England, music education policy is deeply rooted in neoliberal ideologies, shaping classroom practice and assessments.This paper presents findings from a four-year funded longitudinal project exploring the impact of musical partnerships on young people at risk of educational exclusion.Through a posthuman lens, the researchers made a methodological shift, acknowledging the agency of non-human elements and physical spaces in musical interactions…
(Re)conceptualising an integrated music education ecosystem in England
Conceptualising music education in England as an ecosystem was central to the 2022 National Plan for Music Education. Provision spans in-school and out-of-school settings, delivered by schools, Music Hubs, charities and specialist providers. Local specificities and a complex patchwork of providers mean that there are multiple different stakeholders in helping young people to develop musically. Drawing on a decade of research, this paper reconcept…
Accessing musical and curriculum literacies
Understandings of musical literacies can embody variance in both concept and practice. Curriculum literacy, where musical concepts are placed alongside musical learning, is an unrecognised skill exhibited by classroom music teachers. Drawing from research on the origins of musical literacy and exploring English secondary schools and music teachers’ programmes of study, this article will explore and theorise the manner in which teachers draw both …
Diverse Music Education Insights (4 works) · Music education (4 works) · Musical (3 works) · Neuroscience and Music Perception (3 works) · Psychology (3 works) · Sociology (3 works) · Art (2 works) · Diverse Musicological Studies (2 works) · Educational Theory and Curriculum Studies (2 works) · Musicology and Musical Analysis (2 works)