Does Widening Access Mean Lowering Musical Standards?

McQueen and Cavett set out to find if a gap exists between music literacy gained in secondary education and in skills for those wishing to pursue music education at the university level. There is a general perception that students entering tertiary music programs do not have a high level of music literacy, traditionally meaning having the skills to read, write, and comprehend Western classical music notation. The researchers recruited music teachers and students to participate.

The findings showed that many participants thought that music literacy had declined in recent years. Some participants believe that universities have reduced traditional requirements for entry into a music degree in order to widen access. Others consider the bar in general music education to have been lowered, compelling universities adjust their practices to facilitate entry. Additionally, views on priorities in music education differed considerably, aligning with different forms of social justice.

The authors conclude that careful consideration should be made to ensure that curricula reflect current concerns about music education. Music literacy was generally considered to be the act of reading and writing notation; however, that definition was considered too limited by some of the participants. Certain aspects of school exam specifications were inappropriate for students with minimal training in traditional Western music education.

The article adds to the discussion around the idea that Western music conventions do not take into consideration all of the ways one might be musically cultured. The authors cite musicologists Philip Ewell and Adam Neely who have discussed the role of white supremacy in music education. Teachers should be aware of how to support the ways students engage with music in formal and less settings.