Vivienne John
Biographic Data
| ID | 9693767 |
|---|---|
| NAME | Vivienne John |
| GIVEN NAMES | Vivienne |
| FAMILY NAME | John |
| SIGNATURE | JOHN V |
| AFFILIATIONS | Cardiff Metropolitan University |
| ORCID | 0000-0002-6784-8810 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Forty years of the General Certificate of Secondary Education: Analysing the role of the performing–composing–appraising examination structure in secondary music education in England, Wales, and North…
The introduction of the General Certificate of Secondary Education (GCSE) in 1986 marked a significant shift in music education practice across England, Wales, and Northern Ireland. Unlike previous qualifications, the GCSE emphasised a central triumvirate of accessible, practical skills – performing, composing, and appraising – which, forty years later, remain foundational in secondary music education across the three nations. In this article, we…
Moving away from the habitus? Narrative accounts from classically trained student secondary school music teachers in Wales
This paper builds on research conducted in 2008 by Wright into the uneasy power dynamics between a music teacher and her pupils in a secondary school music classroom in Wales as a result of her Western Classical ‘habitus’; by this, we mean the habitual behaviours, attitudes and values that are commonplace when operating as a classical musician. Some 18 years on, and in a transformative Welsh education climate, narrative data collected from pre-se…
A Quantitative Exploration of Reported Curriculum Dialogues Between Secondary Teachers in Wales at a Time of Curriculum Reform
As the 2022 Curriculum for Wales becomes embedded in schools, this paper shares findings of a self-report survey from over 300 secondary school teachers on the nature, content and frequency of their curriculum conversations with other teachers. This new curriculum framework, grouping subjects together into Areas of Learning and Experience [AoLEs] enables disciplinary, interdisciplinary and multidisciplinary learning. Teachers reported on perceive…
Musical identity, pedagogy, and creative dispositions: Exploring the experiences of popular musicians during their postgraduate teacher education in a changing Welsh education landscape
Much has been written on the different learning paths of classical and popular musicians and the view that popular musicians can be marginalized within the musical hegemony. Adopting Lucas, Claxton, and Spencer’s creative dispositions model, this article explores the extent to which this might occur when popular musicians learn to become secondary classroom music teachers. Data were collected through a series of semi-structured interviews from th…
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Musical identity, pedagogy, and creative dispositions: Exploring the experiences of popular musicians during their postgraduate teacher education in a changing Welsh education landscape
Much has been written on the different learning paths of classical and popular musicians and the view that popular musicians can be marginalized within the musical hegemony. Adopting Lucas, Claxton, and Spencer’s creative dispositions model, this article explores the extent to which this might occur when popular musicians learn to become secondary classroom music teachers. Data were collected through a series of semi-structured interviews from th…
Forty years of the General Certificate of Secondary Education: Analysing the role of the performing–composing–appraising examination structure in secondary music education in England, Wales, and North…
The introduction of the General Certificate of Secondary Education (GCSE) in 1986 marked a significant shift in music education practice across England, Wales, and Northern Ireland. Unlike previous qualifications, the GCSE emphasised a central triumvirate of accessible, practical skills – performing, composing, and appraising – which, forty years later, remain foundational in secondary music education across the three nations. In this article, we…
Moving away from the habitus? Narrative accounts from classically trained student secondary school music teachers in Wales
This paper builds on research conducted in 2008 by Wright into the uneasy power dynamics between a music teacher and her pupils in a secondary school music classroom in Wales as a result of her Western Classical ‘habitus’; by this, we mean the habitual behaviours, attitudes and values that are commonplace when operating as a classical musician. Some 18 years on, and in a transformative Welsh education climate, narrative data collected from pre-se…
A Quantitative Exploration of Reported Curriculum Dialogues Between Secondary Teachers in Wales at a Time of Curriculum Reform
As the 2022 Curriculum for Wales becomes embedded in schools, this paper shares findings of a self-report survey from over 300 secondary school teachers on the nature, content and frequency of their curriculum conversations with other teachers. This new curriculum framework, grouping subjects together into Areas of Learning and Experience [AoLEs] enables disciplinary, interdisciplinary and multidisciplinary learning. Teachers reported on perceive…
Diverse Music Education Insights (3 works) · Educational Theory and Curriculum Studies (3 works) · Music education (3 works) · Welsh (2 works) · Aesthetics (1 works) · Art (1 works) · Art Education and Development (1 works) · Certificate (1 works) · Content analysis (1 works) · Curriculum (1 works)