Accessing musical and curriculum literacies
Historical echoes for music teacher practices in the English secondary school
Bibliographic Data
| ID | 22414614 |
|---|---|
| Authors | Anthony Anderson (0000-0003-1423-2163, Birmingham City University, corresponding author), Adam Whittaker (0000-0003-1839-2228, Royal Birmingham Conservatoire) |
| Year | 2026 |
| Pages | 1-12 |
| Publication date | 2026-03-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0265-0517 • E-ISSN: 1469-2104 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0265051726100862 |
| OpenAlex | W7143660318 |
| Language | EN |
| References cited | 11 |
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 musical and curriculum literacies together to create engaging classroom environments, which are accessible for pupils. It will argue that this is a critical feature of classroom music education and explore the implications of dualistic literacy practices both in England and internationally and, in turn, discuss the spaces music teachers require in their curriculum design processes.
Curriculum · Curriculum development · Literacy · Music education · Musical · New Interfaces for Musical Expression · Diverse Music Education Insights · Educational Theory and Curriculum Studies · Neuroscience and Music Perception
| Citation velocity | historical |
|---|---|
| Highly cited | No |