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在过去几十年里，小学音乐教育领域出现了戏剧性变化。刚开始的时候，音乐教学在一些学校几乎不存在,很多年轻的孩子们经常被要求远离音乐相关的一切事物，禁止进入唱诗班，还被禁止告知他们是“乐盲”,而今，在国家课程设置中，音乐被视为一门重要的课程。

当前思想体系强调,没有所谓的完全非音乐的孩子,课程已经从强调性能——通常只是对于相对有天赋的孩子——被动聆听每个儿童音乐教育的一部分，包括组成、性能和批判性评估。

本研究认为在小学音乐教育的大背景下,应该重点考虑将音乐融入到其他课程领域,评估音乐学习的影响力，并考虑音乐本身涉及的相关领域及相关关注点(格洛弗和沃德1998:14),因此音乐可以被认为是有利于所有科目的一门课程,能够为所有的学科提供一个理想的学习环境,此外,也有助于社会和小学生的精神健康。

The teaching of Music in Primary Schools is an area of education that has seen dramatic changes in the last few decades. From a situation where music teaching was almost non-existent in some schools, and where in others young children were frequently alienated from music by being banned from choirs or told they were ‘tone-deaf’, music is now strongly represented within the National Curriculum.

Current thinking emphasises that there is no such thing as a completely unmusical child, and the curriculum has moved from an emphasis on performance – often for the relatively gifted only – and passive listening to encompass composition, performance and critical appraisal part of the musical education of every child.

This study considers music within the broader context of Primary education, considering the benefits of integrating music into other areas of the curriculum, and looking at the implications for learning bearing in mind that music in itself has been linked with improved behaviour and concentration (Glover and Ward 1998: 14), and thus may be considered conducive to a desirable learning environment for all subjects, and, furthermore, to the social and mental well-being of Primary school children.

The development of modern Primary music education can be traced back to the introduction of the National Curriculum in 1987, although music at the time was considered low priority, and was not included in the Curriculum until 1991.

When the National Curriculum was introduced, many teachers questioned its viability: it moved away from the topic-based teaching which had embraced a number of subjects without specifying distinct areas such as history or music or language. It was felt that by focusing on the topic rather than specific academic subjects, lessons held more interest for children. However, a number of educationalists had criticised the topic-based approach because of its lack of objectives and limited focus on specific achievement, and the National Curriculum sought to address this.

Today, best practice is considered to be somewhere between these two approaches: subjects are distinct from each other, but a focus on the links between different disciplines is encouraged, and it is in this environment that incorporating music into cross-curricular activities can be particularly beneficial.

The past few decades have seen a significant change in the delivery of music education. The Plowden Report (1967) recognised the importance of ‘non-specialist’ teachers being able to deliver music teaching :

“It is to the musical education of the teacher that attention must first be given… Comparatively few primary schools…can, for some time to come, expect to have a music specialist as a full-time member of the staff and it is even doub本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。