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Students’ attitudes to school music and perceived barriers to GCSE music uptake: a phenomenographic approach

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Kokotsaki, Dimitra, Whitford, Helen·2024·British Journal of Music Education
DOI 10.1017/s0265051723000426
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Abstract

The study aimed to investigate how students in lower secondary schools in England perceive the subject of music in terms of its importance and enjoyment. Following findings from the first survey phase of the project, it specifically sought to shed light on the reasons why the majority of students decide not to choose music as one of their optional subjects at GCSE level. The paper presents interview findings with students in three schools at the north-east of England following the phenomenographic method of data analysis. Among factors found to impact on students’ decision to continue music at Key Stage 4 (ages 14–16 years) were the desire to spend more time learning music, having more choice and autonomy in the classroom, having more information about the content and requirements of GCSE music, feeling disadvantaged due to not being proficient at instrumental playing and having a limited perception of their own musicality or perceiving music as being elite or difficult. The findings are discussed in terms of their practical implications for the teaching and learning of music in secondary schools.

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  • Year 9 students in School A discussed fewer barriers to GCSE uptake than any other year group.

    “However, Year 9 students in this school discussed fewer barriers to GCSE uptake than any other year group (see Kokotsaki & Whitford, 2023, for the second phase interview findings).”

    From Enjoyment of music and GCSE uptake: survey findings from three North East schools in England (2024) · cites this paper as Kokotsaki & Whitford, 2023

    The ‘Limited GCSE options’ section says that one barrier was mentioned by Year 7 students but not by Year 8 or Year 9 students. The paper also reports School A Year 9 interview findings, but the passages do not establish that this group discussed fewer barriers overall than every other year group; no page numbers were available in our copy. (LLM, conf=0.72)

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Cited by

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Authors
Kokotsaki, D., & Whitford, H.
Affiliations
Durham University (GB)
Corresponding author
Kokotsaki, Dimitra
ORCID
Kokotsaki, Dimitra
Venue
British Journal of Music Education
Publisher
Cambridge University Press (CUP)
Published
2023-12-21
Volume
41
Issue
1
Pages
31-50
ISSN
  • 0265-0517 (ISSN-L)
  • 1469-2104
DOI
10.1017/s0265051723000426
OpenAlex
W4390052947
Cited by
5
References
0
Citations by year
2026: 1 · 2025: 3 · 2024: 1
FWCI
10.61
Type
journal article
Language
en
Open access
Licence
Locations
  • British Journal of Music Education (publishedVersion, cc-by)
  • Durham Research Online (Durham University) (acceptedVersion, other-oa)
  • Durham Research Online (Durham University) (submittedVersion, other-oa)
  • Durham Research Online (Durham University) (submittedVersion, cc-by-nc-nd)
Topics
  • Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
  • Social Sciences › Education › Music Education and Analysis
  • Social Sciences › Arts and Humanities › Visual Arts and Performing Arts › Art Education and Development
Keywords
junior high school students, student independence, musicality, music education policy, Key Stage 4

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