The role of the classroom music teacher is a highly complex one, involving many tasks, all of which have to be dealt with simultaneously. Together with the complicated plate-spinning of practical music-making, there is planning for and delivering teaching, learning, and assessment.
However, there is another area which does not always get the attention it deserves: namely, the philosophy of music education. Raising this as an issue is not some obscure diatribe or academic navel-gazing, but a very real concern with an issue that faces the classroom music teacher every time they think about schemes of work, particularly at Key Stages 2 and 3. This can be condensed into the question ‘what is classroom music education for?’
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