Gwen Moore

Mary Immaculate College

Within a theoretical framework drawn from Bourdieu, this article explores the relationship between undergraduate students' experiences of music in higher education and their musical backgrounds and prior music education experiences. More critically, this study aims to discover whether ideologies surrounding musical value impact on the student exper...

In recent years, music at Leaving Certificate level has come under increasing focus in media and higher education discourse as an easy option. In particular, scant attention has been paid to the musical knowledge and skills needed in the transition to higher music education within the Irish context. This paper addresses the perceived gap in knowled...

This paper reports on a pilot study of the Musical Futures approach conducted in two secondary and two primary schools in Ireland. A case study approach underpinned the methodology for the study which included a survey questionnaire of students, semi-structured interviews with music teachers and principals, non-participant observation and focus gro...

This article investigates policy and provision of music in initial teacher education (ITE) in Ireland and Northern Ireland through a novel approach to comparative music education in ITE. Employing literature reviews and a survey of music ITE policy and provision in the two jurisdictions, it draws on a range of primary and secondary sources and pres...

HR: Tema zbornika radova Glazbena pedagogija u svjetlu sadašnjih i budućih promjena 7 je Multidisciplinarna susretišta: istraživanja glazbenoga odgoja i obrazovanja. Od ukupno 29 radova osam ih je iz područja Glazbene pedagogije, šest iz Muzikologije, pet iz Solfeggia, pet iz Psihologije glazbe, dva iz Sociologije glazbe te tri iz područja Obrazovn...

Since Green’s (2002) publication on how popular musicians learn, significant change has occurred within music curricula and pedagogy in international contexts to include informal and non-formal learning approaches. This paper examines the Musical Futures approach in relation to pedagogies for music in primary and post-primary schools in Ireland. Th...

This paper reports on a pilot study of the Musical Futures approach conducted in two secondary and two primary schools in Ireland. A case study approach underpinned the methodology for the study which included a survey questionnaire of students, semi-structured interviews with music teachers and principals, non-participant observation and focus gro...

Taking ‘Bread and Roses’ as a socio-musical case study of protest song, this chapter examines the ways in which the meaning ascribed to this protest song changes from one social group to another and whether appropriation of the song for different purposes dilutes the meaning of protest in the original manifestations of the song. The chapter conside...

Summary report related to policy and practice in higher music education in the Irish context.

ACKNOWLEDGEMENTS This study would not have been possible without the participation of students and lecturers in higher education. Sincere thanks to the Council of Heads of Music in Higher Education (CHMHE) for announcing the research purpose and topic at one of their meetings. This document focuses on some of the core themes that emerged from my do...

From MEND to Trend: exploring student and lecturer perceptions of knowledge in Irish Higher Music Education

Musical value, the curriculum and higher music education: investigating student and lecturer conceptions of knowledge at undergraduate level.

Musical Value and the De-Valuing of Music: Exploring Student and Lecturer Perceptions of Knowledge in Higher Music Education

Fusing Content and Pedagogy: Facilitating the growth of Pedagogical Content Knowledge in Pre-Service Teacher Education

This thesis forms a critical inquiry into historical and contemporary ideologies of musical value within Irish higher music education and it documents significant implications for issues of access and opportunity at all levels of music education. In particular, it explores cultural, structural and agential conditions that affect student and lecture...

Bête Noire’? Exploring the Continuum from Leaving Certificate Music to Higher Education.

Commissioned by the Irish Chamber Orchestra.

Experiential Learning: Challenging students’ self-perceptions of their ability as learners and teachers.

I’m not musical”: Tracking primary student teachers’ perceptions of their musicality within initial teacher education

Exploring the social reproduction of musical value and unequal musical opportunity in higher education

Western classical music and music education in Ireland: harmony or hegemony