What do Students Learn when we Teach Music?

Abstract

This article presents the findings of a small-scale investigation amongst third-year undergraduate music students in a UK university. Students and staff gave their views on the messages and values communicated through the teaching and atmosphere of the music department, so building up a preliminary picture of the `hidden' curriculum, which runs alongside more formal teaching. The music department is portrayed as a `family', with the strengths and conflicts that this brings to its members, and the results of the study show a realization that responsibility for learning lies with the students, despite a high level of dependence on teaching staff for motivation and guidance. There is clearly potential for future research in this area, and some suggestions for its direction are offered. Implications for teaching and pastoral care in higher education are also considered, with the conclusion that the `hidden' curriculum has an important role to play in shaping the student experience of university.