ABSTRACT

In this third and final paper from the Delphi study One Direction, we report on participants’ responses to four secondary school music curriculum scenarios. These scenarios present four possible directions for a C21 secondary school music curriculum. The scenarios were devised from a combination of ideas derived from the data from the earlier stages of the study (McPhail, G., and J. McNeill. 2019. “One Direction: A Future for Secondary School Music Education?” Music Education Research 21 (4): 359–370; McNeill, J., and G. McPhail. 2020. “One Direction: Strategic challenges for Twenty-first Century Secondary School Music.” Music Education Research 22 (4): 432–446) and the concept of specialisation from Maton’s Legitimation Code Theory. By asking an international panel of leading music education researchers and teachers to respond to the scenarios, we are able to argue that ‘one direction’ is unlikely to emerge for secondary school music education, but we discuss the responses, and the scenario dimensions regarded as most likely and desirable. What appears certain is that there will be a continuing weakening of the boundaries between types of knowledge and stylistic arenas suggesting a dialectic relationship between the legitimating principles most valued.

摘要

在 Delphi 研究One Direction 的第三篇也是最后一篇论文中，我们报告了参与者对四种中学音乐课程场景的反应。这些场景为 C21 中学音乐课程提供了四个可能的方向。这些场景是根据研究早期阶段的数据得出的想法组合设计的（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; McNeill, J., and G. McPhail. 2020. “一个方向：二十一世纪中学音乐的战略挑战”。音乐教育研究22 (4): 432–446) 以及来自 Maton 的合法性代码理论的专业化概念。通过要求由领先的音乐教育研究人员和教师组成的国际小组对这些情景做出回应，我们可以认为中学音乐教育不太可能出现“一个方向”，但我们讨论了这些回应，并将情景维度视为最有可能和可取的。似乎可以肯定的是，知识类型和文体领域之间的界限将持续减弱，这表明最受重视的合法原则之间存在辩证关系。