Pupil voice and attitudes to music during the transition to secondary school
Open accessAbstract
Pupil voice research has been recognised in the last 15 years for its potential to re-shape the conditions of learning and help raise child engagement and standards of achievement. In music education, however, there still seems to exist a misalignment between the content of the curriculum and pupils’ learning expectations and interests. The aim of this study was to explore pupils’ views about school music during the transition to secondary school and identify which components of their music lessons contribute to them feeling happier about music at school. The analysis of interview and questionnaire data revealed some pupils’ disillusionment about music at the beginning of secondary school when their initial high expectations about opportunities for practical musical involvement were not met.
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In line with previous research, the most enjoyable parts of music lessons were those involving playing instruments, practical work, composing, learning new pieces, working in groups, and making use of music technology.
“In line with previous research, the most enjoyable parts of music lessons were those which involved playing instruments and participating in practical work, composing, learning new pieces, working in groups (Lamont et al. 2003;Little, 2009;Kokotsaki, 2016) and making use of music technology (Stavrou & Papageorgi, 2021).”
From Enjoyment of music and GCSE uptake: survey findings from three North East schools in England (2024) · cites this paper as Kokotsaki, 2016
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Enjoyment of music and GCSE uptake: survey findings from three North East schools in England
Whitford, H., & Kokotsaki, D. (2024) · British Journal of Music Education · doi:10.1017/s0265051723000438 · Cited by 3 · see citing works
Self-citation
- Authors
- Kokotsaki, D.
- Affiliations
- Durham University (GB)
- Corresponding author
- Kokotsaki, Dimitra
- ORCID
- Kokotsaki, Dimitra
- Venue
- British Journal of Music Education
- Publisher
- Cambridge University Press (CUP)
- Published
- 2016-10-24
- Volume
- 34
- Issue
- 1
- Pages
- 5-39
- ISSN
- 0265-0517 (ISSN-L)
- 1469-2104
- OpenAlex
- W2534761414
- Cited by
- 18
- References
- 0
- Citations by year
- 2025: 3 · 2024: 1 · 2023: 1 · 2022: 5 · 2021: 1 · 2020: 2 · 2019: 1 · 2017: 2 · 2016: 2
- FWCI
- 30.57
- Type
- journal article
- Language
- en
- Open access
- Licence
- Locations
- British Journal of Music Education (publishedVersion)
- Durham Research Online (Durham University) (acceptedVersion)
- Durham Research Online (Durham University) (acceptedVersion, other-oa)
- Durham Research Online (Durham University) (submittedVersion, cc-by)
- Funders
- Nuffield Foundation
- Topics
- Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
- Social Sciences › Education › Music Education and Analysis
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
- Keywords
- pupil voice, transition to secondary school, music education, student engagement, curriculum content, school music lessons
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