Alternative models of Key Stage 3 music provision

Perspective Article

Published on: September 12, 2019

Curriculum |
Music

5 min read

On 26 May 2019, a range of news sources reported on a 'crisis in music education' (Alberge, 2019), telling of how A-level and GCSE music entries are falling sharply, particularly in deprived areas. The original research, conducted by Birmingham City University (Whittaker et al., 2019), complements findings in the ‘Music education: State of the nation’ report published by the All-Party Group for Music Education in early 2019 (Daubney et al., 2019), regarding the diminishing provision of music in schools. A 2018 report on music curriculum provision in schools (Daubney and Mackrill, 2018) notes that compulsory music provision for Year 9 students has fallen from 84 per cent in 2012/13 to less than 50 per cent in 2018/19. Music in many schools is no longer a sustained part the curriculum, and often occurs as ‘one-off’ enrichment days or as part of a carousel with other ‘marginalised’ subjects. Is a diet of weekly music lessons the best model to ensure optimum musical learning an

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This article was published in September 2019 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.