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
22
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."
More and more foreign students come to UK universities to study music.
选项
答案
E
解析
根据foreign students和UK university等信息可以定位到E段倒数第2句,文中提到一位与会成员引用了“来英国修读音乐的留学生不断增多”的例子,本题的more and more foreign students对应原文的increasing numbers of foreign students,而UK university对应原文中的UK institutions,本题是对该句的同义转述。
转载请注明原文地址:https://jikaoti.com/ti/qGRFFFFM
0
大学英语四级
相关试题推荐
A、64percent.B、60percent.C、46percent.D、44percent.A本题考查对新闻细节(数字)的捕捉。新闻中提到“expertssaysince1900,64percentofwetlandshav
ArebooksandtheInternetabouttomerge?A)Thedifferencebetweene-booksandtheInternetisminimal,andweshouldbegladt
A、Over16million.B、Over3.5million.C、Over1million.D、Over2.5million.D短文说,1920年,美国用于农业生产的马、骡数量总共有2500多万,此后一路减少,到20世纪60年代
A、HowmuchaTVsetcosts.B、ThequalityofTVprograms.C、Howpeopleputittouse.D、ThenumberofpeoplewatchingTV.C文章最后说:
A、Herattractiveclothing.B、Herbeautifulfigure.C、Herunusualheight.D、Herfashionablehandbag.B短文说,在市场拥挤的人流中,她显得非常优雅。故B正确。
A、Theydamageaperson’smentalhealth.B、Theyreduceaperson’schanceofrecovery.C、Theyslowdownaperson’sreactiontocha
A、Saveupfortheirfutureeducation.B、Payforsmallpersonalthings.C、Buytheirownshoesandsocks.D、Makedonationswhenne
A、Problemswithlivinginanapartment.B、Asearchforanewapartment.C、Thecostofrentnearuniversities.D、Howtosharear
A、Hesawtheofficeonhiswayhomefromwork.B、AfriendreferredhimtoDr.Carter’soffice.C、HefoundDr.Carter’snumberin
A、Nearlyayear.B、Fouryears.C、Threeyears.D、Ninemonths.C男士说他去艺术学院读了一个三年期的课程,以取得艺术文凭,可见选C。A“近一年”是男士说他在会计事务所工作的时间,故排除。B“四年”在
随机试题
根据对费用和结果以钱数(货币)进行的测量和评估,计算和比较钱数得失净值或费用与效益比值的经济学分析方法是
女性,67岁。间歇性无痛肉眼血尿6个月。体检:左肾肿大实质感。IVP:左肾影增大似新生儿头大小,肾盂肾盏未显示。膀胱镜检查:左输尿管口附近有2个黄豆大小乳头状肿瘤,活组织检查报告为移行上皮癌。膀胱双合诊:膀胱壁正常,能触及左输尿管末端增粗变硬。可能的诊断是
男婴,6个月大。哭闹时右侧腹股沟隆起肿块,平静时肿块可自行消失。最佳处理方法是
A公司是一零售业上市公司,请你协助完成2014年的盈利预测工作。上年度的财务报表如下:其他财务信息如下:(1)下一年度的销售收入预计为1491万元;(2)预计毛利率上升4个百分点;(3)预计经营和管理费用变动部分与销售收入的百分比不变;(4)
在下列情形中,应视为不法侵害已经终止的是()。
2006年上半年零散中小网站的网络广告收入约为()。
有医学病例证明,饲养鸽子或者经常近距离接触容易感染隐球菌性肺炎。隐球菌既有可能存在于鸽粪中,也可能通过空气进行传播,此外,经常与隐球菌携带者接触也有可能因被感染而发病。同时有隐球菌健康携带者的存在。小张患了急性肺炎,经医生诊断为隐球菌性肺炎。如果以上断定为
[*]
Daniel:Goodmorning,madam.I’mDaniel.I’mapplyingforthepositionofmanager.Madam:Sitdown,please.【K1】______didyou
WhoarethepoorintheUnitedStates?Asof1970,nearlytwo-thirdsofthepoorpeoplewerewhite.Althoughnonwhitesmakeupo
最新回复
(
0
)