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Stephen Lane, Government policy on Irish music education at Second-Level since 1921
Volumes, pp.: 2 (Vol. 1 105pp., Vol.2 86pp.)
Supervisor(s): Séamus de Barra
General specialism: Music Education
Abstract:
In the beginning, the aim of this research project was to find out how the State directed and developed the teaching of music in secondary schools since independence and to examine the policies and policy makers that influenced it. The hope was that, by examining historical and modern policy documents, one could trace the developments and changes in second-level music education, and get an insight into the thinking and planning behind them. At an early stage in the research it became clear that there were no such policy documents neatly arranged in the archives of the Department of Education and Science.
Government policy on music education at second-level is expressed in the syllabus for that subject. Policy changes were recorded as changes in the syllabus documents, which up to the late 1980s were published annually. Having researched all available syllabus documents five separate phases emerged around which the thesis has been structured. Volume 1 is divided into 2 sections. Section 1 deals with the first four phases: Phase 1. 1921-1923, Phase 2. 1923-1966, Phase 3. 1966-1972 and Phase 4. 1972-1992. Each phase represents a change of approach and rationale which resulted in a re-designed syllabus. The thesis deals with each phase in the same way – under 4 subheadings: 1. Description of Syllabus, 2. Examination of Syllabus (except in the case of phase 1), 3. Comments on Syllabus, 4. Reports Arising out of the Syllabus.
Section 2 of Volume 1 deals entirely with the most recent Leaving Certificate Music Syllabus which was introduced into secondary schools in 1996. The process whereby this syllabus was designed was quite a different one to previous music syllabuses. The thesis looks at the condition of second-level music prior to the drafting of the new syllabus, the setting up of the committee that designed it and the complex issues which it faced. The final part of Section 2 examines in detail the work of this committee and how they developed the finished product over a 3 year period. During the course of its work, the committee engaged in 2 consultation exercises with those involved in music education; this is also examined in detail.
Volume 2 of the thesis analyses the results of a questionnaire survey which sought the views of second-level teachers on the most recent Leaving Certificate Music Syllabus (introduced in 1996). The findings are presented in 6 sections: responses to general questions, responses to questions on the overall structure of the course, responses to questions on performing, composing and listening and the final section deals with additional comments.
Stephen Lane, Government policy on Irish music education at Second-Level since 1921
MA, Cork Institute of Technology, School of Music, 2005
Volumes, pp.: 2 (Vol. 1 105pp., Vol.2 86pp.)
Supervisor(s): Séamus de Barra
General specialism: Music Education
Abstract:
In the beginning, the aim of this research project was to find out how the State directed and developed the teaching of music in secondary schools since independence and to examine the policies and policy makers that influenced it. The hope was that, by examining historical and modern policy documents, one could trace the developments and changes in second-level music education, and get an insight into the thinking and planning behind them. At an early stage in the research it became clear that there were no such policy documents neatly arranged in the archives of the Department of Education and Science.
Government policy on music education at second-level is expressed in the syllabus for that subject. Policy changes were recorded as changes in the syllabus documents, which up to the late 1980s were published annually. Having researched all available syllabus documents five separate phases emerged around which the thesis has been structured. Volume 1 is divided into 2 sections. Section 1 deals with the first four phases: Phase 1. 1921-1923, Phase 2. 1923-1966, Phase 3. 1966-1972 and Phase 4. 1972-1992. Each phase represents a change of approach and rationale which resulted in a re-designed syllabus. The thesis deals with each phase in the same way – under 4 subheadings: 1. Description of Syllabus, 2. Examination of Syllabus (except in the case of phase 1), 3. Comments on Syllabus, 4. Reports Arising out of the Syllabus.
Section 2 of Volume 1 deals entirely with the most recent Leaving Certificate Music Syllabus which was introduced into secondary schools in 1996. The process whereby this syllabus was designed was quite a different one to previous music syllabuses. The thesis looks at the condition of second-level music prior to the drafting of the new syllabus, the setting up of the committee that designed it and the complex issues which it faced. The final part of Section 2 examines in detail the work of this committee and how they developed the finished product over a 3 year period. During the course of its work, the committee engaged in 2 consultation exercises with those involved in music education; this is also examined in detail.
Volume 2 of the thesis analyses the results of a questionnaire survey which sought the views of second-level teachers on the most recent Leaving Certificate Music Syllabus (introduced in 1996). The findings are presented in 6 sections: responses to general questions, responses to questions on the overall structure of the course, responses to questions on performing, composing and listening and the final section deals with additional comments.
Thesis submission ID 334