PGCE Research Bites 5 - Literacy in Secondary School Music with Matthew Green

Sep 10, 2021

Ask episode

Chapters

Transcript

Episode notes

We're back with another round of PGCE research bites! And we welcome back Matthew Green, who's been finding out how we can best encourage high quality literacy in the music classroom. Hopefully the mix of research and classroom-based enquiry and reflection will be a great worked example for our serving teacher friends!

You can watch this episode on YouTube - https://smarturl.it/cardiffpartnership

References

Alexander, R. (2020) A Dialogic Teaching Companion. Abingdon: Routledge.

Aubrey, K. and Riley, A. (2019) Understanding & Using Educational Theories 2nd edn. London: Sage.

Barton, G. (2014) 'Literacy and the Arts: Interpretation and Expression of Symbolic Form', in Barton, G. (ed.) Literacy in the Arts: Retheorising Learning and Teaching. Switzerland: Springer International Publishing, p.14.

Barton, M. L., Heidema, C., Jordan, D. (2002) ‘Teaching reading in mathematics and science (Reading and Writing in the Content Areas)’, Educational leadership, 60(3), pp. 24-28.

Broomhead, P. (2021) ‘A New Definition of Music Literacy: What, Why, and How?’, Music Educators Journal, 107(3), pp. 15–21. doi: 10.1177/0027432121991644.

Capel, S. (2019) ‘Student teachers’ roles and responsibilities’, in Capel, S., Leask, M., Younie, S. (ed.) Learning to Teach in the Secondary School, 8^th edn., Abingdon: Routledge, pp. 396-408.

Didau, D. (2014) The Secret of Literacy. Camarthen: Independent Thinking Press.

Donaldson, G. (2015) Successful futures: Independent review of curriculum and assessment arrangements in Wales (Cardiff: Welsh Government).

Fautley, M., Savage, J. (2011) Cross-curricular teaching and learning in the secondary school: The Arts. Abingdon: Routledge.

Green, L. (2008) Music on Deaf Ears: Musical Meaning, Ideology and Education. 2^nd edn. Bury St Edmonds: Arima Publishing.

Green, L. (2008a) Music, informal learning and the school a new classroom pedagogy, Aldershot: Ashgate.

Halverson, L.R. and Graham, C.R. (2019) ‘Learner engagement in blended learning environments: A conceptual framework.’ Online Learning, 23(2), pp. 145-178.

Harrison, C. (2004) Understanding Reading Development. London: Sage.

Heflin, H., Shewmaker, J., Nguyen, J. (2017) 'Impact of mobile technology on student attitudes, engagement, and learning', Computers & Education, 107, pp. 91-99.

McDermott, M. (2010). ‘More Than Writing-to-Learn’, Science Teacher, 77(1), pp. 32–37.

Ness, M. K., (2016) ‘Reading Comprehension Strategies in Secondary Content Area Classrooms: Teacher Use of and Attitudes Towards Reading Comprehension Instruction’, Reading Horizons, 55(1), pp. 58–85.

Pearman, C. J. and Friedman, T. (2009) ‘Reading and Rhythm: Binding Language Arts and Music in an Academic Notebook’, General Music Today, 23(1), pp. 12–16. doi: 10.1177/1048371309331610.

Philpott, C., Evans, K. (2016) 'Language and learning in music’, in Cooke, C., Evans, K., Philpott, C., Spruce, G. (ed.) Learning to Teach Music in the Secondary School, 3^rd edn., Abingdon: Routledge, pp. 52-62.

Rose, D. (2011) ‘Beyond literacy: Building an integrated pedagogic genre’, Australian Journal of Language & Literacy, 34(1), pp.81–98.

Swanwick, K. (1988), Music, Mind and Education. London: Routledge.

Wagoner, C. L. (2020) ‘Integrating Literacy within the Performance Classroom’, Music Educators Journal, 106(4), pp. 24–29. doi: 10.1177/0027432120917746.

Watson, A., Myhill, D. (2019) ’Creating a language-rich classroom’, in Capel, S., Leask, M., Younie, S. (ed.) Learning to Teach in the Secondary School, 8^th edn., Abingdon: Routledge, pp. 396-408.

Weidner, B. N. (2018) ‘Content Area Literacy in Ensemble Music Education: The Before-During-After Instructional Framework’, Journal of Music Teacher Education, 27(3), pp. 10–23. doi: 10.1177/1057083717732512.

Welsh Assembly Government (2019) Curriculum For Wales, Available at: https://hwb.gov.wales/curriculum-for-wales/ (Accessed: 2 May 2021).

Welsh Assembly Government (2019a) Curriculum For Wales: Literacy and Numeracy Framework, Available at: https://hwb.gov.wales/curriculum-for-wales/cross-curricular-skills-frameworks/literacy-and-numeracy-framework/ (Accessed: 2 May 2021)

Welsh Assembly Government (2020a) ANONYMISED CP1 SCHOOL DATA. Available at: https://mylocalschool.gov.wales/School/REDACTED (CP1) (Accessed: 2 May 2021).

Welsh Assembly Government (2020b) ANONYMISED CP2 SCHOOL DATA. Available at: https://mylocalschool.gov.wales/School/REDACTED (CP2) (Accessed: 2 May 2021).

Welsh Assembly Government (2020c), Examination results in schools in Wales, 2018/19 – Revised. Available at: https://gov.wales/sites/default/files/statistics-and-research/2020-01/examination-results-september-2018-august-2019-revised-477.pdf (Accessed: 2 May 2021).

Williams, Z. (2020). Review of the impact of mass disruption on the wellbeing and mental health of children and young people, and possible therapeutic interventions Cardiff: Welsh Government, GSR report number 62/2020.

Available at: https://gov.wales/review-impact-mass-disruption-wellbeing-and-mental-health-children-and-young-people (Accessed: 2 May 2021).