首页
登录
职称英语
Music in higher education: what is it worth?[A] Music has foun
Music in higher education: what is it worth?[A] Music has foun
游客
2024-01-30
23
管理
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." [br] Panel members in the discussion had different opinions about the relationship between music education and cultural value.
选项
答案
D
解析
本题涉及音乐教育和文化价值,故查找范围可缩小至小标题Music education and cultural value下的D至F段。根据panel members及different opinions可以进一步锁定D段第1句。该句提到座谈会上的成员一开始便在音乐教育和文化价值的关系这个问题上发生了分歧。句中disagreeing over…对应本题had different opinions about…,本题是对D段第1句的同义转述。
转载请注明原文地址:https://tihaiku.com/zcyy/3407624.html
相关试题推荐
Bilingual(双语的)educationinschoolshaslongbeenapoliticalhotpotato—itw
Bilingual(双语的)educationinschoolshaslongbeenapoliticalhotpotato—itw
据报道,北京市教委(BeijingMunicipalCommissionofEducation)将对高考(thecollegeadmissi
WhatIfACollegeEducationJustIsn’tforEveryone?[A]Longbeforethe
WhatIfACollegeEducationJustIsn’tforEveryone?[A]Longbeforethe
WhatIfACollegeEducationJustIsn’tforEveryone?[A]Longbeforethe
WhatIfACollegeEducationJustIsn’tforEveryone?[A]Longbeforethe
WhatIfACollegeEducationJustIsn’tforEveryone?[A]Longbeforethe
Thoreausaideducationoftenmadestraight-cutditchesoutoftwistingsmall
Thoreausaideducationoftenmadestraight-cutditchesoutoftwistingsmall
随机试题
[originaltext]Therearetwobasicwaystoseegrowth:oneasaproduct,th
下列各项,不属于卫生法制定基本原则的是A.公平原则 B.遵循宪法原则 C.依
基础体温测定时间应在A.饭前 B.下午 C.饭后 D.晚上睡前 E.清晨
某电商平台每隔5千米有一座仓库,共有A、B、C、D四座仓库,图中数字表示各仓库库
混凝土中骨料称量的允许偏差为( )%。 A、±1 B、1 C、±2
全面质量管理的含义不包括A.强烈地关注产品 B.持续不断地改进 C.精确地度
下面四个图形中,只有一个是由上面的四个图形拼合(只能通过上、下、左、右平移)而成
甲公司2×21年取得乙公司20%的股权,下列各种情况下,能够表明甲公司对乙公司具
发明和实用新型取得专利权的条件是() A.具有经济价值B.创造性 C.
(2018年真题)高级民用建筑的室内给水系统安装,De≤63mm的热水管,宜选用
最新回复
(
0
)