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SUMMARY:A bridge between music education and sustainable development:  An 
 investigation of music-based ESD practices at  Key Stage 3 in England - Yu
 si Cheng\, Brunel University
DTSTART:20150515T153000Z
DTEND:20150515T170000Z
UID:TALK59314@talks.cam.ac.uk
CONTACT:Pamela Burnard
DESCRIPTION:‘Education’ is widely regarded as the primary agent of tra
 nsformation towards ‘sustainable development (SD). In England\, ‘Educa
 tion for Sustainable Development’ (ESD) has been an established part of 
 the National Curriculum\, but in secondary schools\, the subject of music\
 , which seems to have great potential for helping in creating interest and
  awareness of SD to foster responsible behaviours\, appears more often to 
 be ignored. There is a growing enthusiasm for\, and anecdotal recognition 
 of\, the benefits of using music in the teaching of SD issues to young peo
 ple amongst educators and musicians. However\, no in-depth ESD empirical r
 esearch with regard to music education currently exists. To this end\, the
  research\, which examines the pedagogical potential of music in ESD and t
 he role of music as a learning medium in the development of students’ ca
 pacities necessary for a more sustainable future\, fills this research gap
 . \n\nAn ethnographical intervention\, informed by constructionist and sym
 bolic interactionist approaches\, is employed in this research. Sets of mu
 sic-SD lessons in the lower stages of four secondary schools in London bor
 oughs were analysed as case studies of how SD might be taught in music cla
 ssrooms. The findings demonstrated that the issues of SD could be effectiv
 ely brought into music lessons in different ways without affecting the ach
 ievement of KS3 music curriculum objectives: listening and appraising\, co
 mposing and performing. Moreover\, for some students\, compared with the t
 raditional subjects for ESD\, such as geography and science\, the particul
 ar ways of learning SD within the musical context seemingly resulted in th
 eir higher level of enthusiastic\, active\, participative\, affective and 
 transformative learning\, and thus positively affected the achievement of 
 the outcomes of ESD\, which was manifested in the development of their SD-
 related \nunderstandings\, skills\, attitudes and potential behaviours. \n
 \n*Yusi Cheng* is a PhD student at Centre for Human Geography\, Brunel Uni
 versity\, and also a secondary school music teacher in China. Her research
  interests are mainly in the field of music education\, which she has been
  engaged in for more than five years\, and in the field of ESD (Education 
 for Sustainable Development). She is very interested in investigating the 
 relationship between music education and sustainable development\, and has
  carried out some relevant evidence-based research in both China and Engla
 nd’s secondary schools since 2009.\n
LOCATION:Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, DMB
 \, Room 1S3
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