首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Music in higher education: what is it worth? [A] Music has found itself increasingly central in the subject controversy surround
Music in higher education: what is it worth? [A] Music has found itself increasingly central in the subject controversy surround
admin
2017-12-08
32
问题
Music in higher education: what is it worth?
[A] Music has found itself increasingly central in the subject controversy surrounding higher education (HE). Recent data showed the total number of Universities and Colleges Admissions Service entries to study music rose by 3.5% in the 2013 cycle, following significant increases in applications for medical-related sciences, mathematical sciences, computer sciences, engineering and economics. Yet numbers of prospective higher education applicants who studied music A-level fell last year by 7%.
[B] Many music educators speak of feeling marginalized (边缘化), with their subject excluded from the Ebacc (英国文凭考试) and noticeably absent from the Stem grouping (science, technology, engineering and maths)—absent too from the Russell Group’s approved list of "facilitating subjects" (ones that will "keep a wide range of degree courses and career options open to you").
[C] The value of studying music in higher education in the context of the economically-charged narrative on education provided the background to a recent roundtable discussion held at the Royal Academy of Music and involving senior figures from higher education, sixth-form education and the arts industry. All participants in the roundtable agreed that studying music at higher education equips students with a range of transferable skills that are of inestimable (不可估量的) value in the workplace.
Music education and cultural value
[D] Contributing under the Chatham House rule, which allows comments to be reported freely, panel members began by disagreeing over the relationship between music education and cultural value. "We are beginning to look at the question of music education from the other end of the telescope, not so much in terms of what happens during the period of education, but afterwards," said one contributor.
[E] One speaker argued that the relationship between music education and cultural value was not necessarily a direct one. "Many of those who add cultural value to the country do so because there is value here already. Our cultural value is increased by a critical mass coming from all over the world that wants to be part of our scene. The role musical education plays in cultural value, or to put it crudely, what we are producing in terms of the economy, is probably falling rather than increasing." This comment was contested by another member of the panel, who cited the increasing numbers of foreign students studying music at UK institutions, and personal evidence from those who claimed that paying more to study in the UK was worth it for the extra value they gained from being educated here. Another pointed to the legally binding commitments made by government to promote musical participation in 2011-12 and, more recently, the National Plan for Music.
[F] However, others around the table did acknowledge that UK institutions lacked the political backing enjoyed by their European peers or the financial power of America, "only just paying the bills on the back of a British mess of fees, poor fund and a scratchy targeted portion of HE funding," as one panellist put it.
Instrumental or natural?
[G] The discussion over what skills music graduates hold, both on academic or vocational courses, was noticeably more one-sided. High-end ability in collaboration, analysis, work ethic, sympathy, innovation and performing well under pressure were cited by numerous contributors as those that were compulsory in any decent music student. "The qualities one would be after in a work-force suitable to meet the challenges of today’s economy are all those found in a music graduate," noted one commentator. "We need to break up this myth that musicians are self-prevailing and just create more musicians," added another—top city firms, accountancy organisations and computing companies as among those who favour music graduates as potential employees.
[H] There was growing frustration among the panel concerning both the role of higher education institutions in promoting music and the continued justification of musical study from a non-musical perspective. "It’s time for music departments to wake up and promote more clearly their value and benefits," said one contributor. "The value of HE music itself has been clouded by the panic over school music. We don’t sell music at HE by saying it will make you more literate, or better at maths. It has an inborn value."
[I] "People in music know what highly skilled music students can do, and what music adds to the lives of people, but we keep saying society does not understand," added another. "Why? Either because we can’t assert our own value, or because we refuse to engage with society."
Education access
[J] Despite general consensus as to the inherent cultural-economic value of musical study, there was considerable discontent around the table about its accessibility. One speaker commented on the decreasing number of music students at top institutions coming from backgrounds other than "music specialist schools, and private schools". Another complained about the lack of focus from government regarding ring-fenced (专项的) money for music hubs (活动中心) beyond 2015, pointing out the risk of increased private outsourcing, uneven regional provision and, ultimately, a situation in which only those with financial advantage can access musical training to a standard that will enable them to pursue it to higher education.
[K] In this context, the facilitating subjects of Russell Group universities came under harsh criticism from some commentators, who argued that there was disagreement over their significance among leading universities, misunderstanding by schools and hijacking (劫持) by government in the latest round of league tables. This, two speakers agreed, was directing first generation students away from music at higher education by disconnecting the subject from a perspective on higher education dominated by tuition fees and employability.
[L] A general note of warning was sounded by one about the upcoming loss of students from postgraduate study in the next five years as a result of financial pressures, and all agreed that higher education departments needed to do more to just utter the value of music in a public forum. "We need to reconnect music with the world of ideas," one panelist concluded. "We can pull people into music through linking the ideas, science, film and literature that surround the context of musical creation. We must not fall back into isolation, but rather communicate the obvious value of music."
It is believed by numerous people that the accessibility of musical study is far from satisfying.
选项
答案
J
解析
本题涉及人们对音乐这一学科的可及性的看法,根据accessibility可将范围缩小至小标题Education access下的J至L段,由far from satisfying可进一步锁定在J段第1句there was considerable discontent about its accessibility,题中的far from satisfying对应文中的discontent,而numerous与considerable对应,故答案为J段。
转载请注明原文地址:https://kaotiyun.com/show/ACa7777K
0
大学英语四级
相关试题推荐
Engineeringstudentsaresupposedtobeexamplesofpracticalityandrationality,butwhenitcomestomycollegeeducationIam
AnewreportreleasedbytheAmericanFederationofTeachers(AFT)remindsusofatopiceducationwritersalmostneveraddress—
CultureShockA)BecauseI’velivedinChinaforalongtime,localsoftensmileandgivemethehonorabletitleofbeing"a
ThingsYouCan’tSayinCanadaA)Attackingoursacredcows(thingsorpeoplethatcannotbecriticized)mayturnyouintoo
筷子起源于中国,大多数是用木头或者竹子制作的。最早的筷子是用骨头或者玉(jade)制成的。在春秋时期(theSpringandAutumnPeriod)又出现了铜制和铁制的筷子。在古代,富裕人家用玉或金子做筷子,来显示富有。很多帝王使用银制的筷子检
A、Itwasstressful.B、Itwascolorful.C、Itwaspeaceful.D、Itwasboring.A题目询问作者过去的生活是怎样的。说话人说“过去我有一份压力很大的工作”,故选A。
A、Heranavillageshop.B、Heworkedonafarm.C、Heworkedinanadvertisingagency.D、Hewasagardener.C题目询问说话人过去做什么谋生。说话人表明
A、Tocutpetroleumoutput.B、Tofightagainstimperialism.C、Tohelphisgoodfriend.D、Topromotetheinternationalexchanges.
Theacademics,atMiamiUniversityofOhio,fillinquestionnairesanonymously,evaluatingtheirbosses’effectiveness,withroo
随机试题
用硫氰酸盐作显色剂测定Co2+时,Fe3+有干扰,可用()作为掩蔽剂。
外阴癌的临床症状有()
道德的客观方面包括()。[2004年考试真题]
公司发行境内上市外资股,应当委托经中国证监会认可的境内证券经营机构作为主承销商或者主承销商之一。公司不可以聘请国外证券公司担任国际协调人。()
素质教育的主渠道和教育改革的原点是()
行政机关应当根据被许可人的延续有效期申请,在()作出是否准予延续的决定。
“善待自己,让自己的心态平和;善待家人,有任何问题好好思考、好好解决;善待周边亲友和陌生人,不让自己成为垃圾人,不给身边人传递负能量。”当调查问卷问及应当如何提升国民素养、优化社会生态环境时,网友“巫眯”如是回答。“自己努力做一个文明有教养的人,
剩余价值率是
级数=________.
Today,inmanyhighschools,teachingisnowatechnicalmiracleofcomputerlabs,digitalcameras,DVDplayersandlaptops.Tea
最新回复
(
0
)