The development of an inclusive model to construct teacher’s professional knowledge: pedagogic content knowledge for sound-based music as a new subject area

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dc.cclicenceCC-BY-NCen
dc.contributor.authorWolf, Motje
dc.contributor.authorYounie, Sarah
dc.date.acceptance2019-07-16
dc.date.accessioned2019-07-17T08:21:17Z
dc.date.available2019-07-17T08:21:17Z
dc.date.issued2019-12
dc.descriptionThe file attached to this record is the author's final peer reviewed version.en
dc.description.abstractThis paper outlines a systematic process for developing the different knowledge domains required for teaching sound-based (electroacoustic) music as a new subject area. As a new area within the discipline of music, teachers are novices to the field. This requires epistemological deconstruction of what knowledge teachers need in this new field. Then the analysis outlines how to develop teachers’ new knowledge; which can be constructed as: subject content knowledge (SCK), pedagogic content knowledge (PCK) and technology pedagogic content knowledge (TPACK). This epistemological analysis informed our creation of teaching materials that develop these different knowledge domains and take account of the complex interplay between them. This process was demonstrated through the ElectroAcoustic Resource Site Projects to: build first subject content knowledge; then create teacher’s packs to build pedagogic content knowledge; and a bespoke CPD programme to embed their inter-relationships and build technology pedagogic content knowledge. Most importantly, creating the teacher’s packs employed a user-centred design approach, putting teachers and pupils in the centre of the development process, thereby giving them voice. Voice is an integral part of empowerment in our model, which is conceptualised as practicing ‘communicative action’ (Habermas 1984) and disrupts the hegemonic grip of the academic curriculum dominated by the tradition music canon. This paper adds to the knowledge-base regarding how to develop the different domains required for teaching a new subject. We argue that sound-based music is accessible to all teachers and learners, thereby increasing inclusivity. This in turn can radically disrupt ways of teaching music in schools and the model created provides the necessary scaffolding for a paradigm shift in music teaching on an international level.en
dc.funderNo external funderen
dc.identifier.citationWolf, M. and Younie, S. (2019) The development of an inclusive model to construct teacher’s professional knowledge: pedagogic content knowledge for sound-based music as a new subject area. Organised Sound, 24(3).en
dc.identifier.doihttps://doi.org/10.1017/s1355771819000347
dc.identifier.issn1355-7718
dc.identifier.urihttps://www.dora.dmu.ac.uk/handle/2086/18234
dc.language.isoenen
dc.peerreviewedYesen
dc.publisherCambridge University Pressen
dc.subjectsound-based musicen
dc.subjectmusic educationen
dc.subjectteacher knowledgeen
dc.titleThe development of an inclusive model to construct teacher’s professional knowledge: pedagogic content knowledge for sound-based music as a new subject areaen
dc.typeArticleen

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