1,720,984 research outputs found
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
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
The Role of the Arts in Education for Peacebuilding, Diversity and Intercultural Understanding: A Comparative Study of Educational Policies in Australia and Spain
Full text linkThis article reviews and analyses educational policies and curricula for general education in Australian and Spanish systems, in relation to their concerns for arts education to contribute to values education and the acquisition of peaceful, social and civic competences in schools. The use of the arts to shape individual and community identities, to enhance relationships between people, to promote positive conflict transformation, development and, in general, contribute to peacebuilding, has been acknowledged worldwide. Curriculum helps to legitimise what is considered to be important to learn within a society and therefore determines what is included to be understood as good artistic knowledge and practices. The documentary analysis of both Australian and Spanish educational documents in relation to teaching and learning of the arts gives responses on the extent the arts are expected to contribute to build peaceful and sustainable societies, and faces some current challenges of the role of the arts in schools.This work was supported by the University Jaume I of Castellón (Spain) under Research project P1·1A-2015-01
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