350 research outputs found
sj-docx-1-ijm-10.1177_02557614221110952 – Supplemental material for Teaching songs from diverse cultures to pre-service teachers using a “Four Step Flipped” method
No full textSupplemental material, sj-docx-1-ijm-10.1177_02557614221110952 for Teaching songs from diverse cultures to pre-service teachers using a “Four Step Flipped” method by Rohan Nethsinghe, Dawn Joseph, Jennifer Mellizo and Alberto Cabedo-Mas in International Journal of Music Education</p
In Defence of "the Lesser Cousin of History": An Interview with Rohan Wilson
Full text linkFew branches of postcolonial literature are as contested \ud
as the historical fiction of settler societies. This interview with the Australian historical novelist Rohan Wilson, author of The Roving Party (2011) and To Name Those Lost (2014), explores the intersections between truth, accuracy, and existential authenticity in his fictional accounts of nineteenth-century Tasmania. Wilson offers \ud
a nuanced yet robust defence of fiction’s role in narrating colonial history. He explains his intentions in writing two linked yet distinctive novels of the frontier—one that focuses on the “Black War” of the 1820s and 1830s, and another that explores how racial violence is refracted by capitalism in subsequent decades
The notion of authenticity in multicultural music: approaching proximal simulation
No full textAs countries become increasingly multicultural, it can be argued that the authentic teaching and learning of multicultural music in educational settings is essential. Crucial to this is the provision of cultural context to retain as much of the original meaning of the music as possible. This paper discusses the main arguments for authenticity in multicultural music and the implications for its learning and teaching. Researchers argue that the formal aspect of music transmission has been overlooked in multicultural music teaching and learning. The intention of the author is to introduce the concept of Proximal Simulation and its constituting elements, namely Authentic Performance Conventions; Authentic Audiation; Authentic Sensory Experiences and Emotions, and offer suggestions for safeguarding musical traditions through Authentic Transmission (teaching and learning) practices. This discussion also explores the qualities of the ‘Transcontextualisation’ theory proposed by musicologist Osamu Yamaguti in 1994, in the contexts of multicultural music performance and transmission
The Influence of Informal Music Education in Teacher Formation: An Autoethnography
Full text linkIn this paper I explore how my musical background, teaching skills, understanding and knowledge as well as music-making abilities and skills, have formed my current self as musician, teacher and researcher. An autoethnographical method is used to investigate my background, including the different modes of music education I received. From this qualitative study, it was possible to find that my interests along with the methods of interpretations I practice in the field of multicultural music are influenced by and formulated through my appreciation and understandings of and beliefs gained from education. Most importantly, they are shaped by the social context, cultural placing, and life experiences
Multicultural music education in Victoria and the efforts of Australian/Sri Lankan community artists to sustain cultural traditions
No full textThis study explores the benefits of multicultural music education and efforts of Australian/Sri Lankan community arts practitioners considering data from literature reviews, three research studies conducted and researcher experiences/observations (as an artist in residence) thus offering a phenomenological account to the reader. The author points out that community arts experts successfully manage to engage learners and effectively deliver related content, transmitting the knowledge of multicultural arts (music) what ‘qualified’ teachers in formal educational settings struggle to accomplish
Multicultural music education in Victoria and the efforts of Australian/Sri Lankan community artists to sustain cultural traditions
No full textThis study explores the benefits of multicultural music education and efforts of Australian/Sri Lankan community arts practitioners considering data from literature reviews, three research studies conducted and researcher experiences/observations (as an artist in residence) thus offering a phenomenological account to the reader. The author points out that community arts experts successfully manage to engage learners and effectively deliver related content, transmitting the knowledge of multicultural arts (music) what ‘qualified’ teachers in formal educational settings struggle to accomplish
Teacher as an artist vs artist as a teacher:tensions between artists and teachers that affect multicultural music teaching.
No full textKanalele rightfully argued that artists in school programs work 'between the teacher and the artist, with the administrator there to give an idea of how the system is going to work'. This investigation attempts to find effective strategies utilised to educate the students from the vast literature articulated about the practice of artists working in collaboration with teachers and other discussions of music teacher identity construction. It is a well known fact that there are tensions between artists and teachers. In 2007 Roberts framed the conflict versus musicians and teacher identity as a 'never ending personal war between our musician and our teacher identities'. The author is an artist, a practising teacher and a researcher himself who has learnt music formally, informally and through enculturation. Thus he analyses the literature through his own experience in this cross curricular study in the fields of music and education having many years of experience in working in many countries, teaching and working with students and professionals from four different communities (Sri Lankan, Russian, Ukrainian and Indian) in Melbourne, and coming from a diverse cultural background. Elliot classified the emergence of the teacher as a researcher, as a form of professional development. Thus this exercise shapes the author researcher's own understandings about effective multicultural music teaching practices as a hybrid of a teacher and an artist. In this process the researcher uses a phenomenological approach filtering and analysing appropriate data through his own life experiences and professional experiences. This discipline named phenomenology, defined by Smith as 'the study of structures of experience, or consciousness' was identified as the most appropriate method to employ in this investigation. Phenomenology is a study of 'phenomena', appearances of things, or things as they appear in our experience, or the ways we experience things, thus the meanings things have in our experience. Johnson and Christensen identify as central to, 'phenomenological research study is that the researcher attempts to understand how people experience a phenomenon from the person's own perspectives'
The role of VET and VCAL in the field of Music:Music Industry Education in schools
No full textApplied learning is becoming increasingly popular in Victorian schools and many students who are interested in hands-on learning prefer to study Vocational Education and Training (VET) subjects and undertake the Victorian Certificate of Applied Learning (VCAL). The author is a Casual Relief Teacher (CRT) of Music and has visited and taught in many schools located in the South Eastern suburbs of Victoria. Among these educational institutions there were a few secondary schools/colleges where VCAL/VET subjects were offered in music and music industry related studies. Although many school students understand the benefits of undertaking the VCAL/VET as a straight pathway to the work force or university via Technical and Further Education (TAFE) institutions and this method offer more hands-on/practical approach to learning, they avoid even discussing it as the other students who prefer the Victorian Certificate of Education (VCE) qualifications tend to bully them as underachievers. However in many schools that offer VCE music, the Music Industry Studies (for example Sound Production) are not incorporated and school students who are keen to undertake VET/VCAL subjects face these disadvantages including the social/peer pressure
A snapshot: multicultural music teaching in schools in Victoria, Australia, portrayed by school teachers
No full textDue to the changing demographic factors and as demanded by the governmental policies and regulations, schools in Victoria, Australia, are expected to foster multicultural educational programs that address the diverse needs of students. Research has found that school teachers in Victoria struggle to provide the aspired to multicultural education for pupils, especially in the area of music education. An online survey was conducted to identify the reasons for this and to provide a snapshot of the current situation in Australian schools. This survey found that, as many teachers do not possess appropriate knowledge, resources and educational background, artists in residence are often invited to teach multicultural music in schools as an alternative strategy. The participant teachers identified the involvement of these culture/tradition bearers as the most authentic method to teach world music and their presence in schools as the most accessible resource and more engaging approach for students. This study explores how governmental regulations and policies, including curriculum frameworks that address multiculturalism and multicultural (music) education, effect current practices in Victorian schools. The voices of teachers at the 'chalk face' are rarely heard in such discussion and this survey attempted to address this hiatus. [ABSTRACT FROM AUTHOR
Benefits and Challenges with the Modular Model of Teacher Certification in Australia: Listening to Teachers’ Voices
Full text linkThis paper examines teachers’ views about the Highly Accomplished and Lead Teacher (HALT) Certification 2.0 Modular Model (CMM 2.0). The research reveals teachers’ voices and agency in relation to HALT certification. Participants in this study included HALT certified teachers, current HALT participants, and prospective participants. The semi-structured interviews conducted provide insights into the benefits and challenges associated with the CMM 2.0. Thematic coding and systematic analysis were applied to the data to arrive at the key findings. The research revealed that teachers believed that the modular approach was advantageous as it was flexible and provided professional recognition and development. Issues identified by the participants were the time, cost and workload involved, and the role of leadership and peer collaboration in certification. This study makes a contribution to knowledge about the nature and benefits of a modular approach, which can inform the design and implementation of certification in Australia and internationally
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