“Surface and depth”: generative tensions for a “comprehensive” view of music education

Abstract

In this address, I explore the possibilities of a comprehensive view of music education that works from and towards a notion of children as “curriculum-makers.” Drawing on the findings of a number of research projects, I explore the generative tensions that exist in the transitions between the music of the home and that of school, between the learning and teaching practices of the school and children’s communities of musical practice, and between the curriculum of the school and children’s individual goals and aspirations. The interrogation of these generative tensions provides a context to consider the implications for curriculum of children’s visions of their musical futures. I suggest that were we to admit children to the curriculum-making process, to value their role and contributions as “curriculummakers,” curriculum-making might well become a comprehensive process.

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