Although composing has been a significant part of formal classroom music education in England for over 30 years, there still remains uncertainty about how to teach and assess composing in secondary schools. This research investigates the under-researched area of teaching and learning of composing in upper secondary schools in England whereby students (aged 14–18) may opt to study music for a national qualification. Taking a mixed methodology approach, data were collected through a survey of 182 music teachers, interviews with five prominent composer-educators, as well as research with five case study schools involving observations of teaching and interviews with teachers and students. This paper reports on three prominent beliefs about composers that seem to underpin teaching and assessment practices; firstly that composers have innate musical talents; secondly that composing is solely an individual process and finally that students must learn the ‘rules’ of composing before being creative. This article proposes that these perceptions do not reflect the diversity of composers’ creative practices and may result in reinforcing stereotypes and myths about composers that have the potential to disadvantage certain students in the examination.

Much previous international research has demonstrated links between general school attainment and active engagement with music. The research reported here compared the change in examination outcomes in English and mathematics in national examinations at ages 11 and 16 of instrumentalists and non-instrumentalists. Data from 701 pupils showed statistically significant differences in examination outcomes between instrumentalists and non-instrumentalists, which was also related to the duration of learning and the instrument played. Instrumentalists had greater change scores in mathematics, but not English, although instrumentalists of lower socio-economic status showed greater change in both subjects. The implications for music education are discussed.

This article presents some arguments in favour of a student-centred learning and teaching approach for higher music education (HME), with specific reference to conservatoire settings in the United Kingdom. In support of student-centred pedagogy, theoretical modelling is undertaken to offer a model of motivation accounting for both individual and group learning environments, thus drawing together diverse pedagogical research into learner “self-efficacy,” “distributive” classroom agency and partnership models of learning and teaching. Based on the author’s own teaching practice with MA Music students at Leeds Conservatoire, two student-centred classroom strategies are outlined: Critical Response Process (CRP) and practice as research. These strategies are evaluated via theoretical and, in the case of CRP, primary research data from a questionnaire presented to MA Music students reflecting on their experience. Finally, an overarching student-centred framework for HME course design is proposed, cross-mapping different learning activities, knowledge paradigms and forms of motivation based on the previous discussion.

Uncovering the motivations towards a profession may contribute to a better understanding of how the profession is chosen and will be pursued. However, the research on the attractiveness of the music teaching profession is rather limited and predominantly focused on identity development, thereby overlooking other aspects that may play a role. In pursuing a case study, my aim is to contribute to this field of research by investigating the views of pre-service music teachers enrolled at the University of Karlstad in Sweden. The results depict a unique motivational profile compared to their counterparts in other subjects. These differential aspects are threefold, indicating a high prevalence of ‘extrinsic motivations’ driving their choice of profession, that ‘altruistic reasons’ have lower significance as a motivating factor, and that there is a poor perceived relevance of these individuals’ future profession. In addition, this study provides evidence of the prevalence of ‘musician identities’ over ‘teaching identities’ and foresees the dependence between the participants’ motivation and their future students’ progression. Moreover, I hypothesise that career changes and Pygmalion effects are to be expected if intrinsic motivation towards the profession is not fostered or if this population’s motivation is linked to the progress of their students rather than the challenge of motivating them in the first place.

Neoliberalism and neoconservatism are two political ideologies that currently shape state directives for education in many countries. In this article, I describe the confluence of neoliberal and neoconservative ideologies that led to the introduction, by the English state department for education, of a Model Music Curriculum for schools. I describe how neoliberalism has transformed the music education ‘ecology’ in England and created an environment that was receptive to the introduction of a curriculum on neoconservative principles. I consider the current position of progressive music education and why it seems unable to mount a sufficiently persuasive challenge. I make a case for the importance of analysis that explicitly focuses on political ideologies and their present-day rhetoric and discourses. Finally, I point to the general early years sector in England as an illustration for how to respond to state interventions in curriculum that might be emulated by the music education sector.

The purpose of this study was to explore music performance anxiety (MPA) from music teachers’ perspectives by identifying and describing common coping strategies teachers use to support students with MPA. A quantitative content analysis of scientific and non-scientific MPA literature identified preparation, open communication, realistic expectations, exposure therapy and deep breathing as the five most common coping strategies mentioned in the literature. Qualitative thematic analyses of existing literature and interview transcripts from five piano teacher participants provided descriptions of the five commonly identified coping strategies. A comparison of literature and interview results suggests a gap between research knowledge of MPA and practical teaching application. While music teachers employ a variety of strategies to help students cope with MPA, they may also benefit from formal MPA training opportunities grounded in research to provide additional resources for effectively managing students with MPA.

The purpose of this service-learning action research study was to develop and investigate after-school individualised vocal lessons for secondary students aged 14–18 years (n = 15) taught by preservice music educators (PMEs) (n = 12) in the United States. In service learning, all parties should benefit from the experience while addressing curricular and community needs. Therefore, our intentions were to: (a) improve secondary student preparedness for solo experiences, (b) provide an authentic teaching experience to improve the quality of instruction given by PMEs, and (c) develop a mutually beneficial and collaborative service-learning experience. The following themes emerged from the data: (a) perceptions of teaching disposition – such as confidence, interpersonal skills and enthusiasm; (b) perceptions of teaching skills – such as student engagement, questioning techniques and responsive teaching; and (c) perceptions of pedagogical content knowledge – such as vocal anatomy, physiology and pedagogy.

The impact of practical instrumental music instruction on students’ psychological and sociological well-being is well documented in research literature. The extent to which these findings hold true for disadvantaged populations is unknown. Previous studies focused on young students with little to no research on disadvantaged young adults at university level. This study investigated the impact of group practical instrumental music instruction on the psychological well-being of disadvantaged university students. It particularly investigated changes in students’ optimism, self-esteem and happiness after participation in a wind ensemble. The study further looked at possible relationships between optimism, self-esteem, happiness and participation in an instrumental music ensemble. Results revealed increases in participant’s optimism, self-esteem and happiness and moderate to strong positive correlations between variables.

Group teaching is rapidly spreading across the world, but little research has been conducted to investigate its impact on students’ musical abilities in comparison to inclusion in group tuition contexts. This article investigates how music teachers from the classical orchestra instrumental tradition discuss group tuition. Three focus group interviews were conducted with participants from one Art and Music School in Sweden. The results show a tension field between progression and inclusion as well as different views on the definition of these concepts. These differing views on teaching quality imply a balancing act for the different agents within the profession.

Teacher collaboration has been recognised as one of the most influential factors positively affecting school teaching practice. To add to the literature in this area, I investigated a collaborative community of Korean preservice music teachers. The results showed that the collaborative community was a place where these preservice music teachers were able to share their thoughts about their passion for music teaching and various philosophical issues closely related to the role of music in public education. In addition, the collaborative community played a role in helping preservice music teachers focus on the level of students’ current knowledge and understand the importance of instructional pacing. Finally, music student teachers freely and frequently expressed their worries and frustration about student teaching and gained emotional support from their peers.

Differentiation is a key concept in the Cypriot music curriculum, last revised in 2010. This paper aims to investigate teachers’ interpretation and implementation of differentiation in their music classrooms. Interviews with Cypriot classroom music teachers and focus groups with their students took place within the context of a larger research project that investigated how elements of the Cypriot music curriculum were interpreted and applied by teachers and how this pedagogy in turn influenced students’ motivation. Interviews were carried out with eight music teachers. Differentiation, as understood and implemented by these Cypriot music teachers, differed in fundamental ways to differentiation as conceptualised in academic literature concerned with this concept. These findings may serve as a point of reflection for future professional development in Cyprus relating to differentiation and its implementation.

Power relations operate in any educational setting, and there may be particular vulnerabilities in a tradition conducted in the relative isolation of the music teaching studio. These vulnerabilities have been highlighted dramatically in recent years through high-profile cases of power abuse, but power is implicated in a wide range of contexts related to the studio, including cultural, gendered, pedagogical, artistic, institutional and interpersonal issues. It may be impossible to divest power of its negative connotations, but there is a good deal of theory focused on power, even if its terms are broadly political or philosophical, and subject to debate. This theoretical paper explores power relations with regard to the music studio, investigating popular conceptions and everyday usage before turning to scholarship focused on interpersonal and broader social perspectives. Some reflections are offered on the uses and abuses of power in the studio. A better understanding of its dimensions and usage can support the ongoing development of studio practices and contribute to the conversation that we need to have about power.

This article places in historical context the three operas written by Alan Ridout for the choir of Canterbury Cathedral during the 1960s. Analysis of these works and their gestation is presented as a microcosm representing wider developments in music education since then. The analysis weaves together personal recollections, authenticated through correspondence with teachers and other alumni involved, combined with the examination of archive material, and with musical and textual analysis. The works themselves remain fresh and worthy of performance today, while the intentions behind them represent a mirror through which the role of musical creativity in contemporary education will be considered.

Since the early 2000s, education policy in France has strongly encouraged publicly funded conservatoires and music schools to forge partnerships with various stakeholders in sectors outside of specialised music education. This change in the objectives traditionally assigned to music schools and conservatoires has given rise to new ‘pedagogical projects’, among which extracurricular music workshops are quite widespread. This study investigated the views of specialised music teachers in relation to these new pedagogical formats through an analysis of their evaluations of a workshop led in a French school between 2018 and 2019. I interviewed the music teachers who participated in the project (n = 8), those who refused to participate (n = 7) and also the administrative staff (n = 4). The results indicate that far from the ecumenism traditionally associated with policies promoting the democratisation of culture, conservatoire teachers think about and are involved in these projects in different ways, reflecting a wide range of considerations around pedagogy, project quality, purpose or politics.

This research reflects the considerations of music teachers when assessing their students, the tools used and their consistency with guidelines issued by the Chilean Ministry of Education, along with theoretical approaches to assessment. In this way, we have analysed the theoretical contribution of renowned scholars such as Pujol, Santos Guerra, Chacón, and Fautley, as well as the music curricula of the Ministry of Education from first to eighth grade. We propose that it is essential to understand the experience of teachers in the assessment process from a constructivist perspective, analysing their agreement or disagreement with the current ministerial theoretical foundations in relation to assessment.

Teaching traditional art forms in schools and the community has proven an effective way of ensuring the transmission of traditional culture. But due to the lack of valid and normative assessment guidance, the assessments of Cantonese operatic singing are still developing, impairing the instructiveness in its teaching and learning and restraining the education and development of this traditional genre within contemporary society. Accordingly, to guide the design of a holistic assessment, the revised Bloom’s taxonomy was adopted to form a theoretical framework from which a criterion- and standard-based assessment framework with four domains has been proposed. Four teachers and 24 students of Cantonese opera institutions in Guangdong, China, were invited to pilot the assessment framework. Afterwards, semi-structured interviews were conducted from which two research questions were answered satisfactorily: 1) proposing a criteria- and standard-based assessment framework is necessary, for the traditional assessment practice is weak in guiding teaching and learning and 2) positive feedback supported the proposed assessment framework facilitates the teaching and learning of Cantonese operatic singing.