Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.790471
Title: The new Cypriot music curriculum : the implications of pedagogy for student motivation in Year 7
Author: Hadjikou, C.
ISNI:       0000 0004 8498 1482
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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Abstract:
This study investigated how elements of the new music curriculum in Cyprus were interpreted and implemented by secondary classroom music teachers, and how this may in turn influence students' motivation to engage in learning music. My aim was to increase our understanding as far as participation is concerned in the Cypriot music classroom, that is, to give further food for thought regarding links between pedagogy and student involvement and engagement in classroom music. I have identified differentiation and experiential learning as underpinning pedagogical principles of the new music curriculum and it is these elements on which I focused in this research. This was a longitudinal study tracking the students over one academic year. The sample comprised of eight different case studies of Year 7 (13 year old students) music classes, including the students and their teachers. The students were at the start of secondary school life, where they encountered the new music curriculum for the first time. The research included three different phases during the school year 2012-2013. Data were obtained by questionnaires completed by students, interviews with teachers, focus groups with students and classroom observations. The overall motivation of students by the end of the first year at secondary school had diminished. The most significant factors that influenced motivation in the classes studied in this research were related to the value teachers attached to students' musical preferences, to how much value students attached to music and to a lesser degree, to how much value teachers attached to students' comprehending instead of memorising of material. This study highlighted the gap between stated intentions of the new Cypriot music curriculum and its actual implementation by teachers. Teachers applied the principle of experiential learning within their well-established teacher-directive styles. Differentiation was implemented in rather diverging ways from how it is conceptualised in the new music curriculum.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.790471  DOI: Not available
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