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Investigating ‘moments’ for student agency through a differentiated music curriculum

Monk, Sue, Mills, Martin, Renshaw, Peter, Geelan, David, Keddie, Amanda and Gowlett, Christina 2013, Investigating ‘moments’ for student agency through a differentiated music curriculum, International journal of pedagogies and learning, vol. 8, no. 3, pp. 179-193, doi: 10.5172/ijpl.2013.8.3.179.

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Title Investigating ‘moments’ for student agency through a differentiated music curriculum
Author(s) Monk, Sue
Mills, Martin
Renshaw, Peter
Geelan, David
Keddie, AmandaORCID iD for Keddie, Amanda orcid.org/0000-0001-6111-0615
Gowlett, Christina
Journal name International journal of pedagogies and learning
Volume number 8
Issue number 3
Start page 179
End page 193
Total pages 15
Publisher Routledge
Place of publication Abingdon, Eng.
Publication date 2013
ISSN 2204-0552
1833-4105
Keyword(s) music education
differentiation
self-reflexive learning
agency
Summary Research provides compelling evidence linking music-making to academic achievement and increased wellbeing for disengaged students. However, in the Australian context, education policy has narrowed its focus to literacy and numeracy, with an associated ‘accountability’ framework of mandated assessment and reporting practices. Within this context teachers are being asked to demonstrate how, through their pedagogical practices, they meet the needs of all their students. As a result of this, differentiation has become the lens through which student learning and engagement are being monitored. Drawing on data from a large state secondary school, this paper examines how a differentiated music curriculum is being implemented to support student agency. We demonstrate that, through a range of formal and informal music programs, agency is enhanced through the development of self-reflexive and self-referential learning practices. However, we suggest that differentiation, alone, does not unmask the reasons behind students’ different learning experiences nor does it necessarily redress entrenched educational inequalities. We also suggest that the ‘moments’ for student agency, created by these music programs, may have as much to do with the ‘fragile’ position of music within the broader school curriculum where the spotlight of high-stakes testing is directed elsewhere.
Language eng
DOI 10.5172/ijpl.2013.8.3.179
Field of Research 130399 Specialist Studies In Education not elsewhere classified
1302 Curriculum And Pedagogy
Socio Economic Objective 939903 Equity and Access to Education
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2013, eContent Management
Persistent URL http://hdl.handle.net/10536/DRO/DU:30087452

Document type: Journal Article
Collection: School of Education
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