The long and winding road: the story of rock music in Scottish schools

Charles Byrne, Mark Sheridan

    Research output: Contribution to journalArticle

    14 Citations (Scopus)

    Abstract

    What drives young people to become involved in music making in the secondary school? Changes to the curriculum in Scottish schools over the last three decades have resulted in a marked upturn in the numbers of pupils studying music. The inclusion of a wider range of acceptable instruments for examination purposes has resulted in rock music being accepted as a valid form of music within the curriculum. The paper discusses the growth and development of this phenomenon and the philosophical and practical issues arising from what, in some ways, has been a quiet and gentle revolution. The conditions required to allow this new musical democracy to flourish are examined and Csikszentmihalyi's 'flow' model (Csikszentmihalyi, 1992) is suggested as a possible reflective tool that educators can use to monitor, regulate and assess learning in music.
    LanguageEnglish
    Pages46-57
    Number of pages11
    JournalInternational Journal of Music Education
    Volume36
    Issue number1
    DOIs
    Publication statusPublished - Nov 2000

    Fingerprint

    rock music
    music
    school
    number of pupils
    curriculum
    secondary school
    inclusion
    educator
    democracy
    examination
    Scottish School
    Rock music
    Music
    learning
    Curriculum

    Keywords

    • music education
    • Scotland
    • rock music
    • Csikszentmihalyi's 'flow' model

    Cite this

    Byrne, Charles ; Sheridan, Mark. / The long and winding road: the story of rock music in Scottish schools. In: International Journal of Music Education. 2000 ; Vol. 36, No. 1. pp. 46-57.
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    The long and winding road: the story of rock music in Scottish schools. / Byrne, Charles; Sheridan, Mark.

    In: International Journal of Music Education, Vol. 36, No. 1, 11.2000, p. 46-57.

    Research output: Contribution to journalArticle

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