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Teachers’ perceptions of the impact on students of the Musical Futures approach

Hallam, S; Creech, A; McQueen, H; (2015) Teachers’ perceptions of the impact on students of the Musical Futures approach. Music Education Research , 19 (3) pp. 263-275. 10.1080/14613808.2015.1108299. Green open access

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Abstract

Music education has faced considerable challenges in trying to bridge the gap between music in young people's lives and that taking place in the classroom. The ‘Musical Futures’ (MF) initiative aimed to devise new and imaginative ways of engaging young people, aged 11–19, in music activities through a process of informal learning based on popular music. This research aimed to explore teachers’ perceptions of the impact of adopting the MF approach on students’ learning and attainment. Twenty-eight music teachers completed questionnaires and 30 were interviewed. The majority of music staff agreed that since doing MF, students demonstrated higher levels of attainment, greater enjoyment of and positive attitudes towards music lessons, enhanced musical and performance skills, team working, concentration, confidence, listening skills, musical understanding and independent learning.

Type: Article
Title: Teachers’ perceptions of the impact on students of the Musical Futures approach
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/14613808.2015.1108299
Publisher version: http://dx.doi.org/10.1080/14613808.2015.1108299
Language: English
Additional information: © 2015 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in the Music Education Research on 03 Nov 2015, available online: http://www.tandfonline.com/10.1080/14613808.2015.1108299.
Keywords: Musical Futures, informal learning, teachers' perceptions, popular music
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/1500567
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