Perspectives on Research Assessment in Architecture, Music and the Arts

‘Perspectives on Research Assessment in Architecture, Music, and the Arts – Discussing Doctorateness,’ edited by Fredrik Nilsson, Halina Dunin-Woyseth, and Nel Janssens, is a new important undertaking that re-establishes the essence, values, and needs of research in architecture, music, and the arts. Divided in three sections that accommodate twelve contributions, the book encompasses arguments, frameworks, experiments and experiences written by a group of eminent scholars, academics, as well as doctoral researchers, from various fields that include architecture, urban design, global culture, music, art and design, and management and social sciences. The book is trans-disciplinary in nature and breaks the boundaries between the overarching disciplines of these fields. What this book offers is an invaluable resource for educators, academics, practitioners in the relevant disciplines, and higher education institutions needing to reconsider their assessment methods of doctoral research to meet emerging demands within the creative and cultural industries. A series of conceptual and practical inspirations that stem from a wide spectrum of concepts, arguments, case studies demonstrate experimental and innovative assessment approaches of ‘Doctorateness.’ This is not all, while the book paves the road to openly discuss innovative assessment approaches of doctoral research, it also provides the basis for thinking about tenure and promotion criteria for academics in architecture, music, and the arts.

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The Role of Music in a Balanced Arts Curriculum

British Journal of Music Education ◽

10.1017/s026505170000783x ◽

1990 ◽

Vol 7 (3) ◽

pp. 231-238

Author(s):

Keith Stubbs

Keyword(s):

Arts Education ◽

National Curriculum ◽

Curriculum Planning ◽

Management Structure ◽

The Arts ◽

Historical Factors ◽

Arts Curriculum ◽

Music And The Arts ◽

Selection Of

Music has a role to play in Arts Education. This role remains largely underdeveloped. The selection of music and art as foundation subjects in the National Curriculum is divisive and fails to comprehend the fundamental concepts of arts education.This paper recognises the characteristics that are both common and distinctive between music and the arts, and reminds us of the historical factors which often prevent collaborative curriculum planning. It examines both the models and the language of collaboration, and recommends a management structure placed firmly within a single cohesive policy for the arts.

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The nature of music itself, and the knowledge versus skills debate in music education

British Journal of Music Education ◽

10.1017/s026505171600022x ◽

2016 ◽

Vol 33 (2) ◽

pp. 129-132 ◽

Cited By ~ 3

Author(s):

MARTIN FAUTLEY ◽

REGINA MURPHY

Keyword(s):

Young People ◽

Music Education ◽

Children And Young People ◽

The Arts ◽

The World ◽

The Uk ◽

Music And The Arts

Back in 2013, in the BJME editorial for issue 30(2), we considered the place of knowledge in the curriculum (Fautley & Murphy, 2013). Things have not stood still since that date, certainly in England, and other parts of the world too. What we have now is a situation where the idea of knowledge as assuming supremacy over skills is on the increase. For those of us concerned with music education, many aspects of this increasingly fractious debate are to be viewed with concern. Allied to this, we have neoliberal-leaning governments in many parts of the world, Britain included, who seem to find it difficult to understand the important role that music education has – or should have – in the education of our children and young people. Indeed, in the UK, the education secretary is on record as making this observation: Education secretary Nicky Morgan has warned young people that choosing to study arts subjects at school could ‘hold them back for the rest of their lives’ (The Stage, 2014) This attitude, and Britain is certainly not alone in this, is clearly going to be problematic for those of us involved in music and the arts.

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Introduction: Music and the Arts in Socialist Cuba

Music and Revolution ◽

10.1525/9780520939462-003 ◽

2019 ◽

pp. 1-25

Keyword(s):

The Arts ◽

Music And The Arts

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Epilogue

Creative Music Making at Your Fingertips ◽

10.1093/oso/9780190078119.003.0012 ◽

2021 ◽

pp. 158-162

Keyword(s):

Teaching And Learning ◽

Music Teachers ◽

Emotional Health ◽

Music Teaching ◽

Social Emotional ◽

Music Making ◽

The Arts ◽

Global Pandemic ◽

The One ◽

Music And The Arts

The epilogue addresses the observations of the editors and authors of this volume regarding their observations of the pedagogical shifts needed to address music teaching and learning during a global pandemic such as the one unleashed by Covid-19. When a great deal of musicking, teaching, and learning needed to happen remotely, having access to technology and understanding how to employ it for supporting creative and collaborative music making and remote instruction was of paramount importance for many music teachers and musicians. Yet for too many students and school districts around the globe, the digital divide heightened the lack of educational equity in countless communities. While many districts merely focused on content delivery though whatever digital or non-digital means were available, the authors noted the crucial role that a focus on social-emotional learning plays in the lives of our students, with a particular emphasis on how music and the arts can support our emotional health and sense of connection.

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