Facilitating musical composition as 'contract learning' in the classroom: the development and application of a teaching resource for primary school teachers in the UK

2.50
Hdl Handle:
http://hdl.handle.net/2173/189091
Title:
Facilitating musical composition as 'contract learning' in the classroom: the development and application of a teaching resource for primary school teachers in the UK
Authors:
Clennon, Ornette D.
Citation:
International Journal of Music Education, 2009, vol. 27, no. 4, pp. 300-313
Publisher:
Sage Publications Ltd.
Issue Date:
2009
URI:
http://hdl.handle.net/2173/189091
DOI:
10.1177/0255761409344373
Additional Links:
http://ijm.sagepub.com/
Abstract:
Despite national initiatives in the UK such as Creative Partnerships, an organization formed in 2002 for exploring creative approaches to learning in the classroom, there is still a gap between aspiration and practice. This is especially evident in the teaching of musical composition in primary schools, partly because there seems to be a profound fear of music, especially for many primary school teachers who are not music specialists, and a lack of knowledge of participatory practice. This article describes the development of a resource for facilitating compositional processes using classroom management skills, as adapted from Knowles’s ‘contract learning’. I will also highlight the creative tensions raised by the sometimes conflicting approaches of instruction and facilitation.
Type:
Article
Language:
en
Description:
Full-text of this article is not available in this e-prints service. This article was originally published following peer-review in International Journal of Music Education, published by and copyright Sage Publications Ltd.
ISSN:
0255-7614

Full metadata record

DC FieldValue Language
dc.contributor.authorClennon, Ornette D.en
dc.date.accessioned2011-11-08T13:55:15Z-
dc.date.available2011-11-08T13:55:15Z-
dc.date.issued2009-
dc.identifier.citationInternational Journal of Music Education, 2009, vol. 27, no. 4, pp. 300-313en
dc.identifier.issn0255-7614-
dc.identifier.doi10.1177/0255761409344373-
dc.identifier.urihttp://hdl.handle.net/2173/189091-
dc.descriptionFull-text of this article is not available in this e-prints service. This article was originally published following peer-review in International Journal of Music Education, published by and copyright Sage Publications Ltd.en
dc.description.abstractDespite national initiatives in the UK such as Creative Partnerships, an organization formed in 2002 for exploring creative approaches to learning in the classroom, there is still a gap between aspiration and practice. This is especially evident in the teaching of musical composition in primary schools, partly because there seems to be a profound fear of music, especially for many primary school teachers who are not music specialists, and a lack of knowledge of participatory practice. This article describes the development of a resource for facilitating compositional processes using classroom management skills, as adapted from Knowles’s ‘contract learning’. I will also highlight the creative tensions raised by the sometimes conflicting approaches of instruction and facilitation.en
dc.language.isoenen
dc.publisherSage Publications Ltd.en
dc.relation.urlhttp://ijm.sagepub.com/en
dc.titleFacilitating musical composition as 'contract learning' in the classroom: the development and application of a teaching resource for primary school teachers in the UKen
dc.typeArticleen
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