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, 8 3: 179-193.

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Author Monk, Sue
Mills, Martin
Renshaw, Peter
Geelan, David
Keddie, Amanda
Gowlett, Christina
Title Investigating 'moments' for student agency through a differentiated music curriculum
Journal name International Journal of Pedagogies and Learning   Check publisher's open access policy
ISSN 1833-4105
Publication date 2013-12
Year available 2013
Sub-type Article (original research)
Open Access Status
Volume 8
Issue 3
Start page 179
End page 193
Total pages 15
Place of publication Toowoomba, QLD, Australia
Publisher Faculty of Education, University of Southern Queensland
Collection year 2014
Language eng
Formatted abstract
Research provides compelling evidence linking music-making to academic achievement and increased well-being 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 is 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.
Keyword Music education
Self-reflexive learning
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Education Publications
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Created: Fri, 28 Mar 2014, 16:12:53 EST by Ms Kathleen Mcleod on behalf of School of Education