Abstract
Singing is a cultural activity that is much approved of and one that has been consistently cultivated in all times and places. However, despite its statutory place in the English secondary school music curriculum, it has in practice a twilight existence and marginal role: teachers find it difficult to give it the significance that they frequently claim for it. This conundrum is examined by analysing the views of 40 secondary teachers. Building on the common sense ideas of the teachers, a case is made for singing as an intellectual tool and social force. The argument is developed in the context of the English national curriculum, which is currently concerned to induct pupils into principles of democracy and citizenship. But can such arguments inspire action? This is thought to be unlikely as possibilities for actual change in practice remain faint as a centralised curriculum and its inspection regime continues to inhibit teacher initiative and development.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
