15 research outputs found
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
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
The Influence of Informal Music Education in Teacher Formation: An Autoethnography
No full textThis Autoethnographical research study explores how my musical background, learning and teaching, music making abilities and skills, have formed my current self as musician, teacher and researcher. It was found that my interests and methods of interpretations I practice in the field of multicultural music are influenced and formulated through my appreciation, understandings and beliefs gained from education and they are shaped by the social context, cultural placing, and life experiences
Attaining proximal simulation in multicultural music education
No full textThe present doctoral research study focuses on authentic multicultural musicking practices including authentic transmission approaches (teaching and learning) and also explores strategies used by Victorian school music programs to engender effective multicultural music education. This study is a continuation of research conducted for my Honours Bachelor of Education Degree, which investigated my own (multicultural) music teaching practice as a community artist in residence.
This doctoral thesis is structured in the format of a Thesis by Publication and includes seven journal articles. To conduct the sequence of research studies that formulated this doctoral research project, a variety of qualitative methods were employed including a qualitative mixed method online survey. The academic research articles prepared for this research project are harnessed and joined via a thematic cohesive continuity, methodological connection and a theoretical underpinning that encapsulates the study as a whole. Four major themes emerged as the key phenomenological findings: The importance of multicultural music education; The engagement of artists in residence (to teach multicultural music in schools) as a highly effective strategy to teach multicultural music; Transferring (and re-contextualising) multicultural music; and Attaining proximal authenticity in multicultural musicking practices. The study contributes to the knowledge base of multicultural music education and introduces three new concepts; Inter-contextualisation, Intra-contextualisation and Proximal Simulation. This study confirmed the employment of expert culture bearers/artists in residence as the most effective approach to provide multicultural music education in schools to answer the Australian governmental policy expectations for the formation of future citizens who are tolerant, caring, compassionate and fair
Attaining proximal simulation in multicultural music education
No full textThe present doctoral research study focuses on authentic multicultural musicking practices including authentic transmission approaches (teaching and learning) and also explores strategies used by Victorian school music programs to engender effective multicultural music education. This study is a continuation of research conducted for my Honours Bachelor of Education Degree, which investigated my own (multicultural) music teaching practice as a community artist in residence. This doctoral thesis is structured in the format of a Thesis by Publication and includes seven journal articles. To conduct the sequence of research studies that formulated this doctoral research project, a variety of qualitative methods were employed including a qualitative mixed method online survey. The academic research articles prepared for this research project are harnessed and joined via a thematic cohesive continuity, methodological connection and a theoretical underpinning that encapsulates the study as a whole. Four major themes emerged as the key phenomenological findings: The importance of multicultural music education; The engagement of artists in residence (to teach multicultural music in schools) as a highly effective strategy to teach multicultural music; Transferring (and re-contextualising) multicultural music; and Attaining proximal authenticity in multicultural musicking practices. The study contributes to the knowledge base of multicultural music education and introduces three new concepts; Inter-contextualisation, Intra-contextualisation and Proximal Simulation. This study confirmed the employment of expert culture bearers/artists in residence as the most effective approach to provide multicultural music education in schools to answer the Australian governmental policy expectations for the formation of future citizens who are tolerant, caring, compassionate and fair
Adopting Distance Learning Approaches to Deliver Online Creative Arts Education During the COVID-19 Pandemic
No full textThe focus of this paper is the offering of the Bachelor of Performing Arts (External) General Degree in distance learning mode using a Learning Management System (LMS) which assisted the rapid transfer process of all undergraduate courses at the University of Visual and Performing Arts (UVPA) to online delivery mode during the COVID-19 pandemic. This research is presented as a case study, and a questionnaire was used to collect data from 81 participants. It was evident that most students have accessed learning material multiple times via the LMS and have used pre-recorded instructions/audio-visuals as educational aids effectively. Having flexible access to learning material has facilitated self-learning and contributed to improving their skills as students had opportunities to repeatedly watch demonstrations at preferred times. Results indicated that 78.1% have accessed learning materials for 10–15 times, which strongly emphasizes the students’ preference for independent learning including the effectiveness of the design and inclusion of video material. The survey indicated that 93% of participants would prefer using video instructional materials for also learning other subjects and these materials improved their skills in dancing. The prior experiences and practices of educators and students led to a smooth transition to fully online delivery of all courses offered at the UVPA demonstrating the applicability of distance learning methods to online delivery. Modern theories of education and learner behavior suggest that the use of audio-visuals as educational aids increase the capacity of knowledge internalization and this assertion was confirmed by this study
An Analysis of the Status of Teacher Certification in the Australian Capital Territory Following the Introduction of the Modular Model
Full text linkThis paper reports on research conducted to evaluate theeffectiveness of the Certification Modular Model 2.0 (CMM 2.0)offered by the Teacher Quality Institute of the Australian CapitalTerritory. The research evaluated the extent to which the CMM 2.0was attractive, sustainable and developmental. The data was collectedvia two surveys conducted with, teachers who were prospectiveapplicants to the CMM 2.0 and current and former certificationparticipants. A case study method was used to conduct this research.Coding and systematic analysis were applied to the data by using thethree selected categories attractive, developmental and sustainable.Most participants appreciated the developmental nature of theModular Model and saw this approach as affording them withopportunities to gain professional recognition. This study contributesto knowledge about modular approaches to teacher certification andhas potential to have influence on certification design andimplementation in the Australian context and internationally
An International quartet of voices:sharing songs and culture beyond borders
Full text linkProviding students with opportunities to experience culturally diverse music traditions is an important, yet complex task for music educators. In this study, the author participants (four tertiary music educators from different places in the world) facilitated a series of online workshops based on songs from culturally diverse settings with a group of pre-service teachers at a Spanish university. Through autoethnographical vignettes, they share their individual and collective experiences. This paper foregrounds the importance of disrupting the hegemonic cycle of focusing on Western music in education programmes and the importance of fostering transnational collaborations between music educators in different parts of the world. Findings indicate that music educators who are willing to share their unique musical perspectives and experiences beyond cultural and geographic boundaries can cultivate learning environments that are diverse, inclusive, relevant, timely, meaningful, and fun for all involved
Strategies of online music teaching:the story of eight cases during the covid – 19 lockdown in Sri Lanka
Full text linkIn the subject areas of performing and visual arts, most teaching and learning take place in the traditional classroom, with face-to-face instruction methods but as a result of the COVID-19 pandemic the University of Visual and Performing Arts (UVPA) promptly moved the delivery of all of its undergraduate courses to an online format. During the COVID-19 period, the UVPA, like other Sri Lankan universities, began to use emerging technologies and tools such as Zoom and a Learning Management System (LMS) for pedagogical intent. The goal of this study is to find out what teaching strategies can be applied to improve music teaching and learning in an online environment and how faculty staff experienced teaching music online. This research is designed as a Multiple Case Study. Depending on the purpose of the research, structured interviews were conducted to collect feedback from randomly selected faculty members. The participants were eight faculty members from the Faculty of Music engaged in teaching during the 2018/2019 academic year. Previously, the Faculty of Music has underutilized e-learning and the use of an LMS. However, the recent COVID-19 outbreak has forced them to rely on e-learning/online learning in order to ensure the continuity of educating the students enrolled in the degree programmes offered by the faculty. The results revealed that most of the teaching staff were new to teaching music online; however, they learned how to teach online given the circumstances which had left them with no other feasible solution. According to this study, the online music teaching activities utilized have improved teaching performance and technological skills and abilities, saved time, allowed participants to complete tasks more quickly, enhanced productivity of work, and increased educational values
Strategies of online music teaching:the story of eight cases during the covid – 19 lockdown in Sri Lanka
Full text linkIn the subject areas of performing and visual arts, most teaching and learning take place in the traditional classroom, with face-to-face instruction methods but as a result of the COVID-19 pandemic the University of Visual and Performing Arts (UVPA) promptly moved the delivery of all of its undergraduate courses to an online format. During the COVID-19 period, the UVPA, like other Sri Lankan universities, began to use emerging technologies and tools such as Zoom and a Learning Management System (LMS) for pedagogical intent. The goal of this study is to find out what teaching strategies can be applied to improve music teaching and learning in an online environment and how faculty staff experienced teaching music online. This research is designed as a Multiple Case Study. Depending on the purpose of the research, structured interviews were conducted to collect feedback from randomly selected faculty members. The participants were eight faculty members from the Faculty of Music engaged in teaching during the 2018/2019 academic year. Previously, the Faculty of Music has underutilized e-learning and the use of an LMS. However, the recent COVID-19 outbreak has forced them to rely on e-learning/online learning in order to ensure the continuity of educating the students enrolled in the degree programmes offered by the faculty. The results revealed that most of the teaching staff were new to teaching music online; however, they learned how to teach online given the circumstances which had left them with no other feasible solution. According to this study, the online music teaching activities utilized have improved teaching performance and technological skills and abilities, saved time, allowed participants to complete tasks more quickly, enhanced productivity of work, and increased educational values
