Knowledgeable skills or skilful knowledge?

Not  all pupils  arrive in the  music classroom as  novices, and some bring  expert knowledge of a variety  of musical traditions. This has  important implications for debates  around the place of knowledge and skills  in the curriculum. Knowledge and skills are  often proposed to exist as opposites, or one  is considered to be more important than the other.  Nick Gibb, speaking at the launch of the pamphlet ‘A  Question of Knowledge’, said that ‘thanks to the work of  Tim Oates and others, the new National Curriculum (Department  for  Education, 2014)put knowledge  back at the centre of schooling’ (Gibb, 2017). This return to the  predominance of knowledge as the key to educational success is partly  a result of the work of cognitive science demonstrating that knowledge-based  curricula create the best results for students (Parents  and  Teachers  for  Excellence , 2016). The  nature  of musical  learning and  musical knowing  interfaces between