TY - JOUR
T1 - 'Chasing every mark'. High stakes assessment and curriculum narrowing
T2 - The case of disciplinary literacy in the Irish secondary music classroom
AU - Hennessy, Jennifer
AU - Corr, Sinéad
N1 - Publisher Copyright:
© Cambridge University Press 2021.
PY - 2021
Y1 - 2021
N2 - The critical role of disciplinary literacy in enhancing understanding and engagement within arts-based subjects has drawn increased recognition amongst researchers and practitioners alike in recent years. The successful integration of disciplinary literacy into the classroom however has been challenged in equal measures by a prevailing sense of confusion and misunderstanding surrounding the concept of disciplinary literacy and by the concurrent, deep-rooted pressures of performativity experienced by teachers and pupils operating within regimes of examination intensification. The result of these tensions has been a documented increase in reductionist classroom-based approaches to the development of disciplinary literacy. Given the frequently cited importance of engaged disciplinary literacy encounters in the music classroom, a review of the dominant pedagogical practices in this field is germane. This paper reports on the findings of a study exploring the integration of disciplinary literacy in the Irish secondary school music classroom. The findings of this research demonstrate a dominance of listening and performing strategies in classroom-based literacy development initiatives and an aligned relegation of student verbalisation in the music classroom. Recommendations for more disciplinary engaged, student-centred approaches in the development of music literacy within the secondary classroom are outlined.
AB - The critical role of disciplinary literacy in enhancing understanding and engagement within arts-based subjects has drawn increased recognition amongst researchers and practitioners alike in recent years. The successful integration of disciplinary literacy into the classroom however has been challenged in equal measures by a prevailing sense of confusion and misunderstanding surrounding the concept of disciplinary literacy and by the concurrent, deep-rooted pressures of performativity experienced by teachers and pupils operating within regimes of examination intensification. The result of these tensions has been a documented increase in reductionist classroom-based approaches to the development of disciplinary literacy. Given the frequently cited importance of engaged disciplinary literacy encounters in the music classroom, a review of the dominant pedagogical practices in this field is germane. This paper reports on the findings of a study exploring the integration of disciplinary literacy in the Irish secondary school music classroom. The findings of this research demonstrate a dominance of listening and performing strategies in classroom-based literacy development initiatives and an aligned relegation of student verbalisation in the music classroom. Recommendations for more disciplinary engaged, student-centred approaches in the development of music literacy within the secondary classroom are outlined.
KW - disciplinary literacy
KW - high-stakes examinations
KW - music education
KW - pedagogy
KW - verbalisation
UR - http://www.scopus.com/inward/record.url?scp=85112370084&partnerID=8YFLogxK
U2 - 10.1017/S0265051721000176
DO - 10.1017/S0265051721000176
M3 - Article
AN - SCOPUS:85112370084
SN - 0265-0517
SP - -
JO - British Journal of Music Education
JF - British Journal of Music Education
ER -