| Autor: |
McPhail, Graham J. |
| Předmět: |
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| Zdroj: |
New Zealand Journal of Educational Studies; 2012, Vol. 47 Issue 1, p33-46, 14p |
| Abstrakt: |
This paper utilises the three theoretical scenarios or "educational futures" developed by Michael Young and Johan Muller as reference points for discussing the curriculum conception approaches observed in a recent doctoral study in music education. In using Young and Muller's model to move from case specifics to broader understandings of curriculum change I argue that cognisance of the relationship between informal and formal knowledge is a key issue in music education. Because of the growing role of popular music in the classroom (Green, 2008) providing access for students to varied forms of knowledge has become an important aspect of teachers' work. This work involves making connections between aspects of the everyday informal knowledge that many music students bring to the classroom, and the conceptual knowledge of the discipline. The challenges involved in reframing informal knowledge may be relevant in other curriculum areas, particularly where knowledge content is susceptible to socio-cultural influences. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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