- Commentary Critical Reflections and Future Action
- Politics, Policy, and Music Education
- Instrumental Teachers and Their Students: Who's in the Driver's Seat?
- University Professors and the Entrepreneurial Spirit
- Pride and Professionalism in Music Education
- Pondering the Grand Experiment in Public Music Education
- Music Education and Some of Its Subfields: Thoughts about Future Priorities
- Music Education: An Unanswered Question
- Improving Primary Teaching: Minding the Gap
- International Music Education: Setting up a Global Information System
- The Responsibility of Research in Defining the Profession of Music Education
- Constructing Communities of Scholarship in Music Education
- Internationalizing Music Education
- Emotion in Music Education
- Music Education from a Slightly Outside Perspective
- Research Issues in Personal Music Identification
- Preparation, Perseverance, and Performance in Music: Views from a Program of Educational Psychology Research
- Music Therapy in Schools: An Expansion of Traditional Practice
- Embracing New Digital Technologies: Now and into the Future
- Challenges for Research and Practices of Music Education
- All Theoried Up and Nowhere to Go
- Make Research, Not War: Methodologies and Music Education Research
- The Preparation of Music Teacher Educators: A Critical Link
- Music and the Arts: As Ubiquitous and Fundamental as the Air We Breathe
- There is Nothing Complex about a Correlation Coefficient
- Dewey's Bastards: Music, Meaning, and Politics
This version of the article reflects changes made in the paperback edition .
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.
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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