This 30-credit Postgraduate Award in Educational Studies takes a critical look at issues arising from recent developments in research, policy and practice. Drawing on music education research, national reports and experience in a variety of contexts this module examines issues that arise from the fast-changing scene. These issues are relevant to the work of music teachers in both primary and secondary schools.
The course's focus is on coming to a better understanding of a range of tensions that frame the practice of musical learning and teaching in schools. As well as drawing on research to better understand the nature of these tensions, time will be spent working on a collaborative, small-scale research-based task that aims to examine a chosen issue within a local context.
- To become clearer about the role of music in 21st century schools; - To explore tensions between national and local policy, pedagogic approaches and learners' musical practices; - To better understand the kind of knowledge and understanding with which musical education might be concerned; - To examine the role of musical provision beyond the school gates; - To consider whether it is possible for a music education in school to be inclusive.
Themes covered will include:
- the music teacher and creativity - informal and formal musical learning - processes of music-making - the musical classroom, the teacher and the learner - inclusive music education - music education, culture and society.
1 x 4,000 word essay
Students receive written comments on their assignments and informal feedback throughout the course (including through supervision).
Applicants for this course will normally have achieved a UK 2.i honours degree or overseas equivalent. Language requirement:IELTS Academic: Overall band score of 7.5 (a minimum of 7.0 in each individual component)CAE: Grade ACPE: Grade A, B, or C
Recipient: University of Cambridge
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