ABSTRACT

Current international trends in curriculum design tend to advocate an approach which defines broad ‘competences’ rather than disciplinary content or skills, encouraging the making of connections between subject disciplines. This article discusses the results of a survey of 75 secondary music teachers in Wales, a nation which is in the early stages of implementing a new curriculum framework. The survey sought to form an impression of the musical backgrounds and training of the teachers, their pedagogic beliefs about classroom music, and their attitudes towards the values embodied in their new national curriculum. The responses from music teachers suggested that the majority had been musically educated in the Western ‘classical’ tradition at university, but their beliefs about teaching music in the classroom indicated that they had moved beyond the conception of the subject embodied in their own higher education, to a more holistic, practical conception in which pupils learn by doing. While a significant body of literature suggests the existence of a gap between the musical values of classroom music teachers and those of their pupils, the teachers surveyed for this research indicated that they tend to prioritise the development of transferable creativity skills over the production of excellent musicians. .

摘要

当前课程设计的国际趋势倾向于提倡一种定义广泛“能力”而不是学科内容或技能的方法，鼓励学科学科之间建立联系。本文讨论了对威尔士 75 名中学音乐教师的调查结果，该国正处于实施新课程框架的早期阶段。该调查旨在了解教师的音乐背景和培训、他们对课堂音乐的教学信念以及他们对新国家课程中体现的价值观的态度。音乐老师的回答表明，大多数人在大学接受过西方“古典”传统的音乐教育，但他们对在课堂上教授音乐的信念表明，他们已经超越了体现在他们自己的高等教育中的学科概念，转向了学生边做边学的更全面、更实用的概念。虽然大量文献表明课堂音乐教师与学生的音乐价值观之间存在差距，但接受本研究调查的教师表示，他们倾向于优先考虑可转移的创造力技能的发展，而不是培养优秀的音乐家. . 为这项研究接受调查的教师表示，他们倾向于优先发展可转移的创造力技能，而不是培养优秀的音乐家。. 为这项研究接受调查的教师表示，他们倾向于优先发展可转移的创造力技能，而不是培养优秀的音乐家。.