‘Lowering the bar’ or widening access? Reflections on key findings from a music literacy project commissioned by the Society for Music Analysis

ABSTRACT

In 2019 the Society for Music Analysis commissioned a report to find out if stakeholders in music education agreed that knowledge and/or skills in music literacy had declined for those applying to study music at university in England. The ensuing mixed methods study collected data from a range of stakeholders through interviews (N = 33), questionnaires (N = 233), a Music Literacy Study Day and informal observation. The findings showed that many participants thought that music literacy, if defined more narrowly, had declined in recent years. In addition, views on priorities in music education differed considerably, aligning with different forms of social justice. Some participants considered the bar to have been lowered in general music education, leading universities to alter their practices to facilitate access. This article reflects on those findings. The authors conclude that there needs to be careful consideration of curricula to prevent taking knowledge and skills away unnecessarily while ensuring that updated curricula are coherent and relevant to contemporary concerns about music education.

KEYWORDS:

• Music literacy
• music curriculum
• music pedagogy
• social justice

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This article is based on the final report of a two-year research project (2019–2020) commissioned and funded by the Society for Music Analysis.

Notes on contributors

Hilary McQueen

Dr. H. McQueen is currently an Associate Lecturer in psychology with the Open University. Until recently, she also worked for UCL Institute of Education as a teacher educator. In addition to teaching, Hilary has carried out research in music education as well as in teaching and learning more widely. That research has included the study of transitions to higher education in the context of Widening Participation, and Musical Futures in secondary schools. From her undergraduate studies in music and, later, psychology to postgraduate work in education, her interests cross the boundaries of psychology, sociology, philosophy, and music.

Esther Cavett

Dr. E. Cavett is a Senior Research Fellow in Music at King’s College London and College Lecturer in Music at Somerville, Jesus, and Lincoln Colleges, where she specialises in teaching the analysis of Western classical music from the 18th to 20th centuries.  Her research interests are music theory and analysis, widening access to music education, music pedagogy, and music psychology (especially qualitative interviewing). As a pianist, she performs and works with various musical charities dedicated to improving access to and broadening appreciation of music.