Global educational constructs affect students’ valuing of school music and continuation in music education beyond compulsory education. This United Kingdom-based study sought to understand the primary influences on students’ music education enrolment decisions after their compulsory years of schooling. Using mixed-methods research we investigated 346 Year 9 (compulsory) and Year 10 (post-compulsory) students’ perceptions of music education through questionnaires and focus-groups. The findings highlight the differing importance attributed by students to school music and music in general. Students commonly expressed a de-valuing of school music, citing a disparity between classroom music and their personal preferences and experiences. Students electively enrolled in music recognised school music’s role in developing their music knowledge and understanding. Enjoyment and musical learning emerged as primary benefits of music education, yet school music lacked perceived positive impact in their lives. Music education should better align with students’ interests, preferences and experiences beyond school to foster engagement and participation.

中文翻译：

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中学音乐入学率问题：相关性、参与度和提高音乐技能和知识之间的紧张关系


全球教育结构影响学生对学校音乐的重视以及义务教育后音乐教育的继续性。这项位于英国的研究旨在了解学生在义务教育后音乐教育入学决定的主要影响。使用混合方法研究，我们通过问卷和焦点小组调查了 346 名 9 年级（必修）和 10 年级（后必修）学生对音乐教育的看法。研究结果突出了学生对学校音乐和一般音乐的不同重视程度。学生们普遍表示对学校音乐的贬低，理由是课堂音乐与他们的个人喜好和经历之间存在差异。选修音乐的学生认识到学校音乐在发展他们的音乐知识和理解方面的作用。享受和音乐学习成为音乐教育的主要好处，但学校音乐对他们的生活缺乏明显的积极影响。音乐教育应该更好地与学生的兴趣、偏好和校外经历保持一致，以促进参与和参与。