ABSTRACT

This paper reports on the second stage of an international study exploring the future of secondary school music education. Within a discursive context that tends to regard music education as failing to meet the needs of many students, we instigated a three-step Delphi study to capture views from educators across the English-speaking world. Interviews with leading music education researchers reported on in our first paper [McPhail, G., and J. McNeill. 2019. "One Direction: A Future for Secondary School Music Education?" Music Education Research, 21 (4): 359–370.] identified a disconnect between how music education is currently realised in secondary school and how these researchers thought it should be taught. The findings from this expert panel were used to seed a two-round Delphi study where a wider international panel explored strategic issues facing the sector. In this paper, we report on the data generated from the first of these two wider Delphi rounds. Four areas were identified where gaps exist between actual and desirable classroom music teaching: the core purpose of music education, curricula content, curricular delivery, and context. Although panellists reached consensus on many issues, they held markedly different positions on others. These findings provide an agenda for exploration and reflection by researchers and practitioners, and raise the question – is there a single desirable direction for twenty-first century secondary school music education?

摘要

本文报告了一项国际研究的第二阶段，该研究探讨了中学音乐教育的未来。在一个倾向于将音乐教育视为无法满足许多学生需求的话语环境中，我们发起了一项由三步组成的Delphi研究，以捕捉英语国家的教育者的观点。在我们的第一篇论文中[McPhail，G.和J. McNeill。2019。“一个方向：中学音乐教育的未来？” 音乐教育研究，21（4）：359–370。]确定了目前在中学如何实现音乐教育与这些研究人员认为应如何教授音乐之间的脱节。该专家小组的调查结果被用来进行德尔菲为期两轮的研究，其中更广泛的国际专家小组探讨了该领域面临的战略问题。在本文中，我们报告了这两个较广泛的Delphi回合中的第一轮产生的数据。确定了实际和理想的课堂音乐教学之间存在差距的四个领域：音乐教育的核心目的，课程内容，课程交付和环境。尽管小组成员在许多问题上达成共识，但他们在其他问题上的立场明显不同。这些发现为研究人员和从业人员提供了探索和思考的议程，