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“一个方向”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情景的反应。这些方案为C21中学音乐课程提出了四个可能的方向。这些情景是根据研究早期阶段数据的思想组合而设计的（McPhail，G.和J. McNeill。2019。“一个方向：中学音乐教育的未来吗？”音乐教育研究21 （4）：359–370； McNeill，J.和G. McPhail。2020年，“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）和梅顿的合法化代码理论中的专业化概念。通过要求国际领先的音乐教育研究人员和教师组成的小组对情景做出回应，我们可以辩称，中学音乐教育不太可能出现“一个方向”，但是我们讨论了回应，并将情景维度视为最有可能也是可取的。可以肯定的是，知识类型和风格领域之间的界限将继续减弱，这表明最有价值的合法性原则之间存在辩证关系。