Australian Journal of Music Education

Are the arts important in schooling? Clear messages from the voices of pre-service generalist teachers in Australia
Australian Journal of Music Education (2013) , No. 2, pp. 98-104

The Arts are an important part of curriculum in Australia. While it is an important area of the curriculum, teachers may not share the same views of importance. Views and perceptions about the Arts are formed during the beginning phase ...

Initiate, Create, Activate: practical solutions for making culturally diverse music education a reality
Australian Journal of Music Education (2013) , No. 2, pp. 79-97

Cross-cultural music education can motivate children to look at music in fresh ways and awaken their imagination to new possibilities and ways of thinking. This paper presents the vokes of three practitioners experienced in, and passionate about the field of ...

'Extra-musical effects' and benefits of programs founded on the Kodály philosophy
Australian Journal of Music Education (2013) , No. 2, pp. 71-78

Music education is often advocated as having 'extra-musical effects' contributing to the development of the whole child. The pedagogy teachers employ to deliver music programs could affect the significance of such benefits. This paper will review literature documenting how children ...

Developing the music pre-service teacher through international service learning
Australian Journal of Music Education (2013) , No. 2, pp. 64-70

Service learning in tertiary education is about partnerships between higher education institutions and communities, as co-generators of knowledge. Arts programs in service learning engage what Rendon (2009) calls sentipensante (sensing/thinking) pedagogy, in which critical examinations of ways of thinking and ...

Mission Impossible or Possible Mission? Changing confidence and attitudes of primary preservice music education students using Kolb's Experiential Learning Theory
Australian Journal of Music Education (2013) , No. 2, pp. 46-63

Many Australian state primary schools have a policy to use generalist teachers to teach music as well as many other subjects, however research indicates that primary generalist teachers lack confidence and competence to teach music in their classrooms. Added to ...

Participatory learning walks: reflective practice for the conductor-music educator
Australian Journal of Music Education (2013) , No. 2, pp. 35-45

Learning walks can be defined as ongoing, structured classroom visits by senior teachers and other colleagues intended to gather data about teaching and learning through observation and interaction with students. Used in areas such as classroom teaching, learning walks are ...

Learning to Listen: 15th Annual Peggy Glanville-Hicks Address 2013
Australian Journal of Music Education (2013) , No. 2, pp. 26-34

Music: Footprint (Elena Kats-Chernin) I am a recorder player, and my instrument exists on the fringe of western classical repertoire. The reality of being a recorder player based in Australia is that there is no ready-made job for me here ...

Transforming the landscape through music creation and performance
Australian Journal of Music Education (2013) , No. 2, pp. 17-25

Additionally, I didn't want to fall into the trap of coming across as a classical musician immersed in his own cultural echo chamber, deriding society for not appreciating him enough. In 1828, one of the greatest pianist-composers of the 19th ...

Centenary Chronicle Chapter 1
Australian Journal of Music Education (2013) , No. 2, pp. 3-16

While Canberra now has 370,000 inhabitants, with around 600,000 in total accessing the hospitals, indicating that that many could also access the arts and culture the capital offers, it will not compete in actual numbers of artists and artistic output ...