Bruce, Abigail (2019) Developing a sustainable and holistic curriculum model for GCSE music in UK secondary schools : policy, provision, practice and progression. (MA(R) thesis), Kingston University, .
Abstract
There is substantiated concern surrounding a narrowing of the KS4 curriculum in the UK. Increasing funding pressures and accountability measures have had a detrimental impact on the provision of GCSE music, which is particularly costly to sustain. Acknowledging this, there have been increasing calls and recommendations for change, such as in the Incorporated Society of Musicians’ ‘Music Education: State of the Nation’, and ABRSM’s ‘Music Commission Report’. Situating these recommendations in relation to pertinent socio-economic factors, such as mental health and wellbeing, digitisation and globalisation, this research seeks to develop a sustainable curriculum model from the perspectives of policy, provision, practice and learner-progression. All of which, are crucial in maintaining GCSE music as a subject offer in the UK curriculum. Accordingly, an examination of existing practice-based research serves to reveal lowcost concepts with the potential to assimilate GCSE music with policy and regulation. The inducted concepts, involving digital technologies, creative-narratives and global partnership-work, will then be scrutinised and adapted, in line with a practice- and learner progression-perspective. These phases involve a cross-referential case study, testing each concept against indicators of intent, implementation and impact, under Ofsted’s new curriculum quality model, as well as an interpretive inquiry of progression options in HE and industry. In conclusion, this research proffers a holistically considered curriculum model that prioritises the development of musical agency through purposeful music-making in replicative ‘real-world’ contexts, as a necessary reform for a sustainable GCSE music offer.
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