The biography of music teachers and their understanding of musicality

Article


Dalladay, C. 2011. The biography of music teachers and their understanding of musicality. Research in Teacher Education. 1 (1), pp. 9-15. https://doi.org/10.15123/uel.860z1
AuthorsDalladay, C.
Abstract

This article describes an ongoing research
project with secondary music teachers and
teacher trainees in England which forms part of
studies for a PhD. The hypothesis on which it is
founded is that the educational, environmental,
experiential and musical background of secondary
music teachers has a significant part to play in
the curriculum they present and the manner in
which they assess the musicality of their pupils.
A ‘classically’ trained musician, for example, may
view the development of musicianship in the young
people they may teach in a more traditional manner
(eg using notation, developing strict performance
technique) than the musician who has developed
more informally (eg through improvisation and
performance by ear). This paper seeks to explore
research into the formation of secondary music
teacher and musician identity along with the notion
of what it is to be musical.

Keywordsbiography; identity; musicality; musicianship; teachers
JournalResearch in Teacher Education
Research in Secondary Teacher Education
Journal citation1 (1), pp. 9-15
ISSN2046-1240
Year2011
PublisherThe School of Education and Communities, University of East London
Publisher's version
License
CC BY-ND
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.860z1
Web address (URL)http://hdl.handle.net/10552/1175
Publication dates
PrintApr 2011
Publication process dates
Deposited06 Apr 2011
Additional information

Citation:
Dalladay, C. (2011) ‘The biography of music teachers and their understanding of musicality’, Research in Secondary Teacher Education, 1(1) pp.9-15..

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