Periphery, Music, and Education: A Survey of Students’ Music Perception and Its Implication in the Curriculum

By Gonzalo Roldan-Herencia and Mercedes Castillo-Ferreira.

Published by The International Journal of Pedagogy and Curriculum

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This paper analyzes the concept of ‘periphery’ and its implication in the musical curriculum in primary and secondary education. Although the educational system has organized the musical curriculum focusing on the music products of Western Tradition, attempts have been made in order to introduce music from the periphery (World Music, popular genres and folk traditions). But ‘the periphery concept’ needs to be reconsidered: to what extent can Western Tradition be considered as central to teenagers now? And moreover, how can we introduce a critical perspective on the implications of considering some music as peripheral? We have developed our research in two different educative levels: a sampling in pupils from several Primary and Secondary School in Andalusia (Spain), whose universe is full of musical experiences, but not necessary the same in which the curriculum is focused.

Keywords: Music Education, Curriculum, Periphery, Art Education

International Journal of Pedagogy and Curriculum, Volume 19, Issue 3, pp.157-163. Article: Print (Spiral Bound). Article: Electronic (PDF File; 301.145KB).

Gonzalo Roldan-Herencia

Lecturer, Music Area, Department of Music Education, Faculty of Psychology and Education, University of Malaga, Malaga, Andalusia, Spain

Gonzalo Roldán-Herencia is a lecturer at the Faculty of Music Education of the University of Malaga. He is also a teacher in secondary education. He is working towards a Ph.D. in Musicology, focusing his research activity in Baroque Spanish Music. Other musicological publication includes several studies about the music in Andalusian cathedrals and its links with the New World. He was awarded the Manuel de Falla prize to music research with his work on ‘The Prevalence of Classical Polyphony in the Cathedral of Granada (Spain) during the XVIIIth century’ in 2006. He has conducted several research stays at the University of Cambridge (United Kingdom). He has also developed an active research line in music education, with some publications like Los conciertos didácticos (Granada, 1995), “La educación de adultos en los programas extendidos de la Universidad de Granada” (Salamanca, 1998) or “El portfolio en el Practicum de Educación Musical” (Malaga, 2011). He is also a member of several semi-professional musical groups, including the Chamber Choir ‘Tomás Luis de Victoria’ and the City of Granada Orchestra’s Choir. Other professional fields include a rich activity as critic of music in several Spanish journals and the coordination of the Pedagogical Program in the Archive ‘Manuel de Falla’.

Dr Mercedes Castillo-Ferreira

Lecturer, Music Didactic Area, Department of Music Education, Faculty of Humanities and Education, University of Jaen, Jaen, Andalusia, Spain

Dr. Mercedes Castillo-Ferreira holds a Ph.D. in musicology, and three degrees in geography, history: musicology, and art history at the University of Granada, and Piano. She has conducted several research stays at the University of Cambridge (United Kingdom), University "La Sapienza" in Rome (Italy) and the National Library of France in Paris. Since 2000 she is a lecturer in the Department of Didactics of Musical, University of Jaen. She is conductor of the choir of the University of Jaen and former member of the chamber choir "Tomas Luis de Victoria". In 2007, she was awarded the Manuel de Falla prize to music research with her work on The Choir Books of Sacromonte Abbey. In 2011, she was invited by the University of Cambridge to participate in the Norman MacColl Symposium.