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Mapping Music Education Research in the UK

Institute of Education, University of London;Institute’s School of Arts and Humanitiesg.welch{at}ioe.ac.uk

Susan Hallam

Institute of Education, University of Londonshallam{at}globalnet.co.uk

Alexandra Lamont

Keele Universitya.m.lamont{at}keele.ac.uk

Keith Swanwick

Institute of Education, University of Londonk.swanwick{at}ioe.ac.uk

Lucy Green

Institute of Education, London University, UKl.green{at}ioe.ac.uk

Sarah Hennessy

University of Exeter. s.j.e.hennessy{at}exeter.ac.uk

Gordon Cox

University of Reading.g.s.a.cox{at}reading.ac.uk

Susan O’neill

Faculty of Education at Simon Fraser University, Canada.soneill{at}sfu.ca

Gerry Farrell

City University.

Over the past 25 years there has been an increasing and worldwide research interest in music education, embracing a range of disciplines and perspectives. As well as particular research foci on the nature of curricula, musical behaviour and development, new research literatures have been developed that link music education with ethnomusicology, psychology (including neuropsychobiology, cognitive and developmental psychology), history, sociology and philosophy, as well as with mainstream studies in pedagogy. This review creates a ‘map’ of these various and related literatures in order to (i) provide a summative overview of the current breadth and depth of available research knowledge for actual and potential users, and (ii) create a research development agenda that embraces indicators of possible research priorities for the immediate future. The review is also a celebration of the major UK impact on these research literatures. An introduction (Swanwick) leads into a series of linked overviews, focusing first on research concerned with individual musical development (Hallam and Lamont), then on the potential impact to musical learning of social group membership (O’Neill and Green) and schooling (Cox and Hennessy) and concluding with an ethnomusicological perspective (Farrell) and coda (Welch).

Key Words: development • ethnomusicology • music education • review • schooling • social groups

Psychology of Music, Vol. 32, No. 3, 239-290 (2004)
DOI: 10.1177/0305735604043257


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