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This version of the article reflects changes made in the paperback edition [9780190674434].

Updated on 11 December 2019. The previous version of this content can be found here.
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date: 23 April 2021

Abstract and Keywords

This article assesses the discrepancies between policy and practice in primary music education, from the perspective of a music teacher educator. It argues that there is a need for generalists who can engage in the music learning of their classes, understand how to combine musical experiences and learning with other subjects, and lead and facilitate music making with imagination and enthusiasm; as well as an adequate number of specialists to provide support to generalists and develop high quality music learning opportunities for all children.

Keywords: music education, primary education, music educators, music teachers, teacher educator, education policy, United Kingdom

Sarah Hennessy

Sarah Hennessy is a graduate of the Guildhall School of Music and Drama and holds a P.G.C.E. in music teaching from the Institute of Education, London University. She is a senior lecturer in the Graduate School of Education at the University of Exeter in the United Kingdom. She is president of the European Association for Music in Schools, a past chair of the National Association of Music Educators and chair of the Orff Society (UK). She is a teacher educator, training and working with generalist and specialist primary music teachers and also teaches on masters and doctoral programs. Her teaching and research investigates the factors and implements strategies that support effective teacher education for primary music education, the role of professional musicians in education, and the creative development of young people. She is editor in chief of the international refereed journal, Music Education Research and director of the international biennial research conference, RIME.

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