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
2018-09-15
78
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."
Last year, the number of students who study music A-level decreased.
选项
答案
A
解析
本题涉及在高中学习音乐的学生数量,全文都在讨论高校的音乐教育,只有A段末提到了music A-level。A段最后一句的prospective higher education applicants与本题的students相呼应,文中的fell对应题目的decreased,故确定A段为本题出处。
转载请注明原文地址:https://kaotiyun.com/show/QC47777K
0
大学英语四级
相关试题推荐
ArebooksandtheInternetabouttomerge?A)Thedifferencebetweene-booksandtheInternetisminimal,andweshouldbegladt
A、Theyshouldhelpmaintaintheequipment.B、Theyshouldkeepawatchfuleyeontheirchildren.C、Theyshouldstoptheirchildre
A、HetravelsalloverAmericatohelpputoutfires.B、Heoftenteacheschildrenwhattododuringafire.C、HeteachesSpanish
A、Professorsandresearchers.B、Foreignguestsandstudents.C、Newspeopleandentertainers.D、Professorsandleaders.C文中谈到,“常常
A、Controlofnaturalhazards.B、Controlofheavytraffic.C、Controlofheartdisease.D、Controlofman-madehazards.D短文说,“在人类历史
A、Baconandchicken.B、Mushroomsandbeef.C、Pineappleandham.D、Onionsandpork.C对话中女士说:“我们有意大利式香肠、火腿、蘑菇、洋葱、菠萝、青椒、咸肉和西红柿。”四个选
A、Shewasinterestedinlivingindifferentplaces.B、ShewantedtoknowmoreaboutJapaneseculture.C、Shewaspromotedbyher
Forcenturies,boysweretopoftheclass.Butthesedays,that’snolongerthe【C1】______.AnewstudybytheOECD,examine
A、AGooglemanagerissupportingtheadvancementofAI.B、TheWatsonsupercomputerhasdefeatedthegreatestplayersofJeopardy
A、ItpromisedtostopairstrikesinSeptember.B、Itdidnotfeelguiltyforthecasualties.C、Itwasproudofcausingthecasua
随机试题
市场细分方法中,单一变量因素法也叫做()
Doyoumeanthisisthe______decisionyouhavemadeafterthinkingforhours?
A.分解葡萄糖产酸不产气B.分解葡萄糖产酸产气C.水解尿素产碱D.水解精氨酸产碱E.水解赖氨酸产碱解脲脲原体
某患者,一上前牙牙冠大部缺损,做桩冠修复时,根管制备的长度应达根长的
A.毓麟珠B.养精种玉汤C.开郁种玉汤D.启宫丸E.开郁二陈汤治疗肾阳虚之不孕症,应首选
下列表述不正确的一项是( )。
中国古代哲学家方以智指出:“气凝为形,蕴发为光,窍激为声,导气也”这句话在哲学上表达了()。
了解什么使种群发生同步波动很重要,因为同步对灭绝风险、食物链稳定性和影响一个生态系统的其他因素都有明显效应。相似的捕食者——猎物循环中所涉及的相邻种群经常发生同步振荡,DavidVasseur和JeremyFox利用理论及实验室缩微环境发现,当捕食者存在时
问一个人三点水(氵)加一个“来”字读什么之后,再问他三点水(氵)加一个“去”字读什么,他竟然一时语塞,不知道这(法)是什么字。影响这个人出现这种现象的主要因素是
三民主义中民族主义的局限性表现在()
最新回复
(
0
)