The arts and humanities, technology and the 'English Baccalaureate': STEAM not STEM
The article argues that the music should (a) be a core subject within any revision to the English National Curriculum for schools and also (b) integral to the UK Government's English Baccalaureate where the arts do not feature at all. Such a national policy approach flies in the face of research evidence of the crucial significance of the arts and humanities, including music, in human culture and development. Government policy is also ambiguous concerning its view of technology, either as a curriculum subject or as a tool for learning and creativity. Nevertheless, it is argued that technology is a core feature of our engagement with the arts (including music) and humanities. Their combination offers a vital and rich resource in the education of our young people.
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Document Type: Research Article
Affiliations: University of London
Publication date: 16 February 2012
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- The Journal of Music, Technology and Education (JMTE) explores the issues concerning the use of technology in music education. It examines pedagogy at all levels and across genres such as composition, musicology, performance and music production. It is the only journal specifically dedicated to the educational aspects of music technology and the technological aspects of music. Peer-reviewed, with an international editorial board, JMTE aims to draw its contributions from a broad community of educators, researchers and practitioners who are working closely with new technologies in the fields of music education and music technology education.
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