This article raises a number of issues relevant to music education, some of particular importance in relation to the opportunities available in multicultural communities such as London.
This paper examines issues involved in designing an assessment process to develop musical performance skills in first-year BA/PGCE Music Education students at London Metropolitan University.
For trainee music teachers, AfL is a key feature of the way in which learning can be taken forwards, and should form a normal part of their everyday work in the classroom.
This paper is based on a five-year research project into the work of music teachers in Northern Ireland. It is concerned with the implications of the research for the curriculum.
"Sustainable development in relation to music? Is this another bandwagon onto which we have to jump? Is it possible to say anything meaningful in relation to music? "
"The notion of creativity is to be found in many curricular contexts ... yet in the case of composing in schools we, as teachers, are asking our pupils to bring something into being which did not exist before."
"Particularly important for teachers have been three recent [brain imaging and psychology] discoveries about the brain which touch upon our sense of well-being."
By drawing substantially on the work of a group of twenty secondary postgraduate music student-teachers during their training year, some of the complexities associated with the idea of informal learning are explored.
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