The critical role of disciplinary literacy in enhancing understanding and engagement within arts-based subjects has drawn increased recognition amongst researchers and practitioners alike in recent years. The successful integration of disciplinary literacy into the classroom however has been challenged in equal measures by a prevailing sense of confusion and misunderstanding surrounding the concept of disciplinary literacy and by the concurrent, deep-rooted pressures of performativity experienced by teachers and pupils operating within regimes of examination intensification. The result of these tensions has been a documented increase in reductionist classroom-based approaches to the development of disciplinary literacy. Given the frequently cited importance of engaged disciplinary literacy encounters in the music classroom, a review of the dominant pedagogical practices in this field is germane. This paper reports on the findings of a study exploring the integration of disciplinary literacy in the Irish secondary school music classroom. The findings of this research demonstrate a dominance of listening and performing strategies in classroom-based literacy development initiatives and an aligned relegation of student verbalisation in the music classroom. Recommendations for more disciplinary engaged, student-centred approaches in the development of music literacy within the secondary classroom are outlined.

中文翻译：

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'追逐每一个标记'。高风险评估和课程缩小：爱尔兰中学音乐课堂的学科素养案例

近年来，学科素养在增强对艺术学科的理解和参与方面的关键作用已在研究人员和从业者中得到越来越多的认可。然而，学科素养与课堂的成功整合同样受到了围绕学科素养概念的普遍混淆和误解以及教师和学生在教育体制下运作的同时、根深蒂固的表演压力的挑战。考试强化。这些紧张关系的结果是记录在案的以课堂为基础的简化方法来发展学科素养。鉴于在音乐课堂中经常被提及的学科素养接触的重要性，对这一领域的主要教学实践进行回顾是密切相关的。本文报告了一项探索爱尔兰中学音乐课堂学科素养整合的研究结果。这项研究的结果表明，听力和表演策略在基于课堂的识字发展计划中占主导地位，并且在音乐课堂上学生语言表达的一致性下降。概述了在中学课堂内发展音乐素养的更多学科参与、以学生为中心的方法的建议。这项研究的结果表明，听力和表演策略在基于课堂的识字发展计划中占主导地位，并且在音乐课堂上学生语言表达的一致性下降。概述了在中学课堂内发展音乐素养的更多学科参与、以学生为中心的方法的建议。这项研究的结果表明，听力和表演策略在基于课堂的识字发展计划中占主导地位，并且在音乐课堂上学生语言表达的一致性下降。概述了在中学课堂内发展音乐素养的更多学科参与、以学生为中心的方法的建议。