Dear colleaguesOver the past several months, members of the School Music Action Group (sMAG) have made approaches to the Victorian Government to put forward the case for greater Government commitment to the provision of a music education entitlement for all children in Victorian schools. We were given the opportunity to meet with Martin Dixon, Minister for Education on July 11th.
Following a preliminary meeting last year with the Minister of Education?s Chief of Staff and a staffer from the Department of Premier and Cabinet, a document that we have entitled ?Developing a strategic plan for the effective delivery of Music Education in Victorian Government Schools??a proposal submitted on behalf of the School Music Action Group (sMAG) has been developed.There have been several reports developed over the past few years?the National Review of School Music Education (Australian Government 2005), the Report of the National Music Workshop (Australian Music Association 2006) and the Victorian Music Workshop Report (sMAG 2007).Drawing on these documents and more recent developments both in Victoria and nationally, sMAG members have developed the ?Developing a strategic plan for the effective delivery of Music Education in Victorian Government Schools??a proposal submitted on behalf of the School Music Action Group (sMAG) document. While this document may not incorporate all possible opinions, we believe that the overall tenor of the document brings together the major concerns and recommendations that Victorian music educators would identify with. This is the document that we presented to Minister Dixon in the meeting and which formed the basis of our discussions with him (attached).This meeting with the Minister went extremely well with him stating that he was supportive of the kind of direction we would like to see and that he will keep working with us. He also said he was keen to try and address the present situation and that he will ask the department to provide advice re the appointment of a person to oversee the development of the strategies articulated in the strategic plan.It would be very helpful if we had the endorsement of as many Victorian music educators and music education groups as possible. If you are able to endorse the attached documents, could you please respond to this email message with a brief message indicating your support.Many thanks in anticipation, Dr. Anne Lierse
“Developing a strategic plan for the
effective delivery of Music Education in Victorian Government Schools”—a
proposal submitted on behalf of the School Music Action Group (sMAG)
Key Messages (for discussion)
Action at DEECD level:
v
Every
child in Victoria should have the entitlement to a developmental, sequential
and continuous music education during their primary and secondary school years.
The Victorian Government should commit to adequately fund the provision
of music education in government schools (see Detailed Commentary section 2 below and Appendix 3 attached).
v
Findings
from the 2005 National Review of School Music Education reveal that music
education in a parlous state nationally with 10% of schools having no music
program; the percentage in Victoria could be even higher. A Music Council of
Australia study found a serious discrepancy in music education provision
between government and independent schools (24% and 88% respectively). Urgent
action is needed to redress the crisis situation of music education (see Detailed Commentary section 2
below and Appendix 2 attached).
v
There
is an urgent need for a “stocktake” of school music in order to develop a
long-term strategic plan to redress the crisis situation of music education in
government schools, especially in country Victoria (see Detailed Commentary section 2
below and Appendix 2 attached).
v
At
the very least, every child in Victoria should experience singing as a
medium for understanding, appreciating, making and creating music.
v
DEECD
should take advantage of the considerable expertise available from the music
education profession and appoint a Music Education Advisory Group or
Ministerial Advisory Committee (see Detailed Commentary section 6.2 below).
v DEECD should appoint a music
development officer (see section 6.1 below).
v Music
Performance Hubs should be established as well as adding to the
number of schools recognised as specialist music education providers to
create pathways for the gifted and talented (see section 5.2 below).
Action at Victorian Institute of Teaching level:
v
There
is an urgent need for a substantial increase in the time allocated to music
education within teacher training courses and remedial action in re-training of
generalist primary teachers. VIT should stipulate that the
registration requirement for primary teachers include a specialisation in one
or more of the Arts (see Detailed Commentary section 4.1 below).
v
An accelerated course of teacher education with appropriate RPL should
be provided for currently VIT-unregistered instrumental music “instructors” (see Detailed Commentary section 4.6 below).
Action at the Victorian Universities level:
v Teacher
education providers should redesign their pre-service primary teacher training
programs to include a substantially increased quantum of studies in both
music skills and music teaching methods to enable them to properly implement
the approved music curriculum (see Detailed Commentary section 6 below).
v Teacher
education providers should provide opportunities for professional musicians
to enter the music teacher workforce by offering appropriate training
programs that include realistic RPL provisions (see Detailed Commentary section 4.7 below).
v Teacher
education providers (including PD providers) should be funded to provide
Music Enrichment Courses at both pre-service and in-service training levels
(see Detailed
Commentary sections
4.2 to 4.6 below).
Detailed Commentary
1. The Vision
That every
child in Victorian schools has an entitlement to a quality music education that
is continuous, developmental and sequential and taught by professionally
trained teachers.
2. Preamble
The new Australian [School] Curriculum: The Arts—that includes Music—is
scheduled to be released for National Consultation by the Australian
Curriculum, Assessment and Reporting Authority (ACARA) during 2012. After this
period of consultation, the final version of the curriculum will presumably be
published with the expectation that it will be implemented in schools
throughout Australia. It is assumed
that, as in the other states and territories, Educational Authorities in
Victoria—including the Department of Education and Early Childhood Development
(DEECD)—will be responsible for overseeing the implementation of the Australian Curriculum: The Arts in its
schools from 2013.
In the meantime, there will be a “window
of opportunity” for DEECD to plan for the implementation of the new curriculum
that will also allow a “stock take” of the current situation of music in
government schools to take place.
Obviously, the current state of music education in government school
must be realistically evaluated so that effective planning can take place in
preparation for the implementation of the Australian
Curriculum: The Arts.
The
following paper has been developed by representatives of the School Music
Action Group for the information of DEECD.
It is presented in three sections: (1) an assessment of the current
state of music in Victorian government schools (including a series of needs
identified by the authors), (2) recommendations for strategies to enhance music
education practice—in relation to both teacher education and curriculum
implementation—during this “window of opportunity” prior to the implementation
of the Australian Curriculum: The Arts,
and (3) recommendations for music liaison, facilitation and advisory support
for DEECD.
Music educators who have contributed to or endorsed this paper include Dr Anne Lierse,
Assoc Prof Robin Stevens, Mr Ian Harvey, Mr
Jeremy Ludowyke, Dr Richard Letts AM, Dr Neryl Jeanneret, Ms Jenni
Heinrich, Prof Gary McPherson, Assoc Prof Richard Gill OAM and Prof Brian
Caldwell (see attached professional summaries in Appendix 1).
3. “Why make music
education a priority”
The
evidence supporting the powerful effects of music education regarding the
personal and academic development of the child is compelling. Research shows
that music education benefits the development of the whole child in the
personal, social, and intellectual domains as well as in the acquisition of
language literacy, numeracy, creativity, social skills, concentration,
team-work, fine motor coordination, self-confidence and emotional sensitivity.
Research also shows that learning an instrument further enhances the benefits
to be gained from a class-based music program. Music education should be an
essential part of every school curriculum.[1]
Educational
authorities acknowledge that music is mainstreamed and mandatory in the
countries with the highest PISA scores. PISA testing is part of an OEDC program
for the international assessment of 15 year old boys and girls in reading,
maths and science that includes China (Shanghai), Hong Kong, Finland,
Singapore, and South Korea. Children in years 1 to 10 from these countries have
approximately two hours of music each week.
It is
notable that more than 36 million children study piano in China, and nearly as
many learn violin. Few will earn their living by performing on keyboard or
violin, but many will become much better scientists, engineers, physicians and
businessmen as a result of the cognitive enhancement gained through a study of
music.
While
learning in other disciplines may often focus on the development of a single
skill or talent, music learning nurtures the integrated development of
significant affective, creative, motor, social and personal competencies. An integral part of a child’s developmental
stages is their auditory, rhythmic and aesthetic development. Music education claims three major benefits:
1. Success in society
2. Success in school
3. Success in life.
With the
introduction of the Australian [National] School Curriculum in The Arts (that
includes Music), we in Victoria have the perfect opportunity to get the balance
of the curriculum correct and ensure that there is a music teacher in every
school in the state. However, part of this process is the recognition of
several, often long-standing deficiencies in the Victorian government schools.
These include:
·
The
lack of provision of competent music teachers in many government schools—too
many students are missing out on a sequential, developmental and continuous
music education because of this factor. Music Council of Australia research has
shown that 88 per cent of independent schools compared to 23 per cent of state
government schools have music programs.[2] In
Country Victoria, nearly 40% of Victorian country primary students do not have
access to a classroom music program.
·
The
expectation that the classroom teachers in Victorian government primary schools
will be able to deliver the music program has now proven to be totally
ineffective due to poor standards of music training within teacher education
courses.
·
The
often extremely limited extent of music discipline and music pedagogical
studies included in pre-service primary teacher education courses. A recent
Music Council of Australia research study found that the average time allocated
to music studies over a four year course of primary teacher education offered
at Australian universities is a mere 17 hours. On average,
less than 1.5% of a pre-service primary teacher education
course is allocated to mandatory music studies.[3]
·
The
lack of adequate provision for re-skilling the workforce of generalist primary
teachers as well as the up-skilling of specialist music teachers in government
schools.
In order
to remedy the current parlous of music in government schools, the following
actions are necessary:
- Education authorities need to
facilitate recognition by school principals of the value of a music
program, and support the setting up of structures for the establishment
and maintenance of music programs.
- Over time, education
authorities need to increase the staffing budgets allocated to schools so
that they provide for the appointment of a teacher with musical expertise
in every primary school, as happens in Queensland and Tasmania.
- The development of innovative
and creative ways to deliver music programs.
- Education authorities need to
recognise the importance of extra-curricular music opportunities for
students. The Regional Instrumental music program, which provides many
secondary schools with instrumental teachers, is the life-line for music
education in many schools and provides students with the skills to proceed
to VCE Music and tertiary music studies. However, there are not enough
teachers to service all schools and this service is rarely available for
primary schools. There is need for the appointment of additional teachers
to service all schools.
- Support should be given to
community-based providers of music education to schools. A highly successful after-school music
program modelled on the Venezuelan “El Sistima” is provided by Sistema
Australia.[4]
Another community-funded initiative “The Song Room” has also achieved
considerable success.[5]
Other community based providers include Welcome to Music, Musica Viva in
Schools, Melbourne Youth Orchestra, Pizzicato Effect (Melbourne Symphony
Orchestra), Victorian Opera in Schools and Teacher PD programs, Orchestra
Victoria’s strings program in disadvantaged schools, etc. These programs make a very significant
contribution to music education, particularly in bringing practising
artists and school pupils together, and
should be recognised with financial assistance to enable them to continue
their work.
- Education authorities need to
identify already practising teachers as well as prospective teachers who
are musicians, and provide them with opportunities for professional
development courses to enable them to become specialist music educators as
well as allowing them to continue as professional musicians.
- Education authorities should
develop and support innovative means of professional development such as
video conferencing and online course delivery to up-skill the current
music teacher workforce. A current example of innovative course delivery
is being developed by the Music Council of Australia which is arranging
for the delivery of Professional Development via video-conferencing that
will be facilitated through the National Broadband.[6]
Appropriate aspects of the school curriculum will also be delivered online.
- Education authorities should
better resource the activities of professional association providers; for
example, the [Victorian] Association of Music Educators (aMuse) so they
can continue providing a wide range of professional development activities
and properly implement new initiatives such as a professional development
project entitled “The Singing Classroom”.[7] This project has the potential to
significantly address the lack of singing in schools. With the appointment of an additional
staff member, aMuse could extend their services to regional and country
Victoria.
However,
one of the most serious issues to be faced in Victoria is the shortage of music
teachers in government schools. Research
shows there are reported shortages of qualified teachers to fill vacant
positions and many schools in Victoria are without the services of a music
teacher. Where there is an on-staff music teacher, an often restrictive time
allocation means that music teachers are only able to provide music to a
limited number of classes.
In most
Victorian primary schools, music is the responsibility of the classroom teacher
and, as most primary teachers are not trained sufficiently to deliver a music
curriculum (the average contact time of music in pre-service primary teacher
education courses is 17 hours out of a total of about 1250 contact hours), this
results in a large percentage of schools having no music.[8]
Primary teachers are presently not sufficiently competent to teach the five art
forms when the Australian Curriculum: The
Arts is ready to be implemented. The idea of combining all of the art forms
into a “creative arts” subject cannot satisfactorily deliver the Australian Curriculum: The Arts.
One of the
most serious obstacles to ensuring the primary teacher competence in music
teaching is that the Victorian Institute of Teaching does not make it a
condition of accreditation and employment that applicant teachers demonstrate
the ability to deliver the music curriculum. If there is the expectation that
generalist primary teachers will deliver the Australian Curriculum: The Arts, this situation will need to
change. To provide every primary and secondary school in Victoria with a music
teacher as well as offer students a music program which is sequential,
developmental and continuous as recommended by the National Review of School
Music Education,[9]
a long-term action plan will need to be developed, particularly in relation to
country Victoria.
4. Proposed strategies—Music Teacher Training and
Professional Development
It is
proposed that a series of targeted pre-service and in-service teacher
professional development projects which are evidence-based and realistically
resourced should be implemented and independently evaluated. Those proving to be the most effective should
then be promoted to principals, teachers and school communities as exemplars of
professional development that facilitate re-skilling of both primary and
secondary specialist music teachers as well as of primary generalist teachers. The current deficiencies in teacher
confidence and competence have been amply documented over several decades and
now only carefully targeted and adequately resourced programs of teacher
professional development together with innovative curriculum development and
implementation will arrest the decline of music education in Victorian
government schools.
As a
general principle, projects should be cluster- or region-based in order to (i)
facilitate peer networking and support, and (ii) demonstrate their potential to
effect their wider application and potentially models for state-wide systemic
change.
4.1 At least one Arts specialism
for all Primary Teacher Education Students
One of the possible means of ensuring that at
least some future graduating primary teachers will be able to competently
implement a classroom music program (based on
the Australian Curriculum: The Arts) could be that the Victorian Institute of
Teaching stipulates that the requirement for primary teacher registration must include
a specialisation in one (or more) of the Arts.
This would also have the effect of ensuring that teacher education
providers gave their students the opportunity study music and music education
in sufficient depth to enable them to implement an effective classroom music
program.
4.2 Music Enrichment Programs
for Primary Teacher Education Students
This proposal for an elective co-curricular program is designed to train
up to 1,000 primary teacher graduates per annum with the necessary skills to
teach music in their classrooms and to be leaders of music in their schools.
(This component of the proposed strategic initiatives is the key to achieving
universal provision of music in schools.)
The scope of school music education should be extended
to provision of optional co-curricular programs for teacher education students
that are funded by government. Such a
program should be additional to the often totally inadequate core music
education studies within pre-service courses of generalist primary teacher
education and allow for either: (i) the training of generalist primary teachers
who can deliver an effective music program within their own classroom, and/or
(ii) the training of teachers with pre-existing higher level skills so that
they might undertake the role of music “leader” or music “mentor” to other
teachers within their primary schools.
Subsequently these teachers could be further up-skilled as specialists
as was recommended as by the National Review. Both of these co-curricular programs
would occur concurrently with the teacher education students’ undergraduate
studies.
4.3
Music Enrichment Programs for Practising Primary School Teachers
Given the long-standing problems and deficiencies in the
provision of musical skills, knowledge and experiences within courses of primary
generalist teacher education, most practising primary classroom teaching
practitioners lack sufficient confidence and competence to teach music to their
students. Provision of an opportunity to
learn to play an easily portable accompanying instrument such as guitar (in a
small group situation) or digital piano (in a keyboard laboratory situation)
would provide practicing teachers with basic skills in and knowledge of music
which in turn provide a foundation for their implementation of a worthwhile music
curriculum in their own classrooms. If
appropriately funded, a year-long course of tuition could be provided in guitar
or keyboard together with ensemble practice experiences (most probably choral
ensemble) and the use of some core music technology products. Such courses could be made
available to primary generalist teachers in school cluster areas and could be
provided by a local commercial music school, local TAFE institutes
and other tertiary education providers.
An example pf this approach would be the provision of a
weekly one-hour group tuition in guitar class that would cater for 8 to 10
teachers at a commercial music school that could provide teachers not only with
a useful practical music skill (playing of guitar chords and singing to guitar
accompaniment) but also with access to a network of colleagues within the
immediate school cluster area who could collaboratively develop a singing-based
music program that could be implements by members of the group.
Approximately 35 contact sessions per annum in
line with tertiary calendar could be provided. The cost per student would
be about $1,250 per annum with a continuous target of 250 students each year.
The program could be funded through government professional development
funding. The total cost with some management and implementation fees
would be about $450,000 per annum. This approach is scalable and the
teachers completing these courses could become the “beachhead” in re-equipping
primary schools with competent music teachers.
If supplied with resource packages (see below), these teachers could
fulfill a music advocacy and implementation leadership role in their schools.
It would be useful in such a scenario for a “contract” to
be entered into by the participating teachers to ensure worthwhile objectives
being attained during and at the end of such a course of tuition. In addition, such a course could form credit
for the Victorian Institute of Teaching’s requirement for on-going professional
development.
There are more than enough providers able to
deliver this program. Professional associations such as ASME, aMuse,
other approved private providers (including commercial music schools) and
universities, TAFE institutes and other tertiary education providers.
Registration of providers should not be an issue. Training delivery could
be achieved in both metropolitan and regional areas.
4.4 Music Advocacy and Implementation Support
Provision
of “one-off” grants to purchase music advocacy and implementation resources
should be made available to the schools for teacher graduates from the above
programs to take music into the classrooms and schools in which they commence
work, and to act as a highly effective reward for those student teachers who
put in the extra work required to complete a Music Enrichment Program as an
additional part of their university studies.
The grant for schools is scalable but funding of
between $5,000 and $10,000 per school would likely be sufficient to provide a
graduate teacher with a set of resources on which to base a developing music
program. Therefore maximum investment would be in the order of $2.5
million.
These grants would not need to be ongoing. They
could be “sun-settled”, reduced or refined for example after a five year
period. Just five years would see a significant improvement taking place
in up to 1,250 of our most musically-disadvantaged schools—that would represent
approximately 40% of the government schools for an investment of no more than
$15 million over the five years.
4.5 Government
Subsidy for a Graduate Certificate in Primary Music as an Intensive Course
Courses leading to a
Graduate Certificate in Primary Music Education, offered at university
level, could be taught at weekends and/or during school holidays, and could be
conducted in metropolitan, regional or rural centres, taught through a
combination of online delivery and class meetings, or in a number of other configurations. The
suggested initial target cohort would be 30 participants. In order to encourage
enrolment, government assistance in the form of scholarships which could
include paying for the course, travel and accommodation could be offered. The duration of the course could be spread
over two years (one subject per semester) and this could provide a model for
Graduate Certificate courses in the other four arts disciplines represented in
the Australian Curriculum: The Arts. Based on research by Heinrich, such a
course would cater particularly well for primary teachers working in rural
schools where there is the greatest need.[10]
4.6 Enhancement of
the current teacher training model for Primary and Secondary Music Specialists
Provision
should be made in Masters of Teaching (Secondary) and other pre-service
secondary teacher education courses for music students to take Primary
Classroom Music method subjects in addition to Secondary Music method
subjects. This would enable them to have
an option of teaching at both primary and secondary levels. All students enrolled in the Bachelor of
Education (primary) who can play an instrument should be encouraged to take a
specialist music elective within the course or, if approved, one of the Music
Enrichment Programs for Primary Teacher Education Students
outlined above.
4.7 Provision for an
accelerated program of teacher training leading to VIT registration for
Instrumental Music Personnel
One of the most serious problems facing specialist
instrumental and vocal music personnel who have not completed a teacher
training course who are currently working in both government and independent
school is their downgrading from “permission to teach” (PTT) status to that of
“instructor”. This has resulted from
changes to the Education and Training
Reform Act 2006 and the Victorian Institute of Teaching’s Permission to
Teach Policy will operate from 1 January 2011. Under provisions applying to the
appointment of instrumental music personnel, it is likely—regardless of the
quality of their teaching—that those currently undertaking such duties will not
be re-employed if a VIT-registered teacher is available to fill the teaching
position. Moreover, those instrumental music specialists who are employed are
likely to suffer reduced rates of remuneration.
Accordingly, some means of providing an accelerated program
of teacher training leading to VIT registration is urgently required for
instrumental music personnel currently working in schools with “permission to
teach” which will revert to “instructor” status after the period of their PTT
has expired.
Although there are several courses of teacher training
available, there are currently or will be in future of two years duration,
there needs to be special arrangements made for provision for an accelerated
program of teacher training leading to VIT registration for instrumental music
personnel.
5. Proposed strategies—Music Curriculum Advocacy and
Implementation
5.1
Development of a “Vision for Music Education”
In order
to promote music education in Government schools among teachers, school
communities and the general public, a document similar to the recently
published The Victorian Government’s
Vision for Languages Education that could be developed by a Music Education
Advisory Group (see below) and approved by DEECD could provide a much needed
blueprint for the development of music education in Victoria. The production of such a policy framework
would be of immeasurable benefit for the promotion of music in government
schools.
5.2
Provision of Specialist Music Schools
There is
presently insufficient recognition of how the needs of the gifted and talented
can be addressed and how the needs of students at upper secondary level can be
better accommodated. Pathways for the
musically-gifted and musically-talented should be made available by establishing
additional music specialist schools throughout the state. This model was initially established in the
1960s and a number of the original designated schools are still providing
excellent music training to our students many of whom go onto to become music
teachers in schools and professional performers.
Music
education in schools and outside schools should continue to be funded through a
mixed economic model. The government
secondary school instrumental program (organised through Regions) is a musical
life-line for both students and government schools. It is highly valued by parents, schools and
communities and its value cannot be over-estimated. Extending this in some form
for government primary schools should be a goal for the future. Along side this program, there are a number
of community-funded programs such as Musical Futures and El Sistema and
community-funded professional development is funded by the Victorian Opera,
Melbourne Symphony Orchestra, Orchestra Victoria etc.
Some
options to consider include:
·
The
creation of a number of music specialist schools in every Region within
travelling distance from a group of schools which would host instrumental and
ensemble programs, and provide a centre for the professional development and
support of music teachers in the area.
·
The
extension of the Melbourne Youth Music program, or other similar
community-based programs into regional and country areas to cater for children
who achieve higher levels of excellence. The model provided in Bendigo which
has such a centre should be emulated in other regions.
6. Music policy,
liaison, facilitation and advisory support for DEECD
Unlike the
situation in some other Australian states, there is no music liaison officer,
specialist music adviser or other person who is able to represent the interests
of or even speak for music in Victorian government schools. This has been the situation since the
subsequent disbanding of the then Victorian Department of Education’s Music
Branch in 1975 and the abolition of the position of Supervisor of Music (who
headed the Music Branch) and the position of the Inspector of Music in
Secondary Schools. By default, the DEECD
has often referred policy issues relating to music—both classroom and
instrumental—to a musically-trained Arts Curriculum Officer in the Victorian
Curriculum and Assessment Authority.
However this situation results in DEECD having no access to expert
advice from practising teachers and other experts from the wider music eduction
profession. This situation is most
detrimental to the maintenance and promotion of music education in government
schools.
Accordingly,
we would like to put forward the following two recommendations.
6.1 Appointment of a
Music Development Officer
Particularly
in view of the imminent need to implement the music component of the
forthcoming Australian Curriculum: The
Arts, a music development officer should be appointed to liaise with ACARA,
VCAA and other relevant curriculum authorities and professional associations
and to facilitate the implement of the new music curriculum framework in
Victorian government schools. In
addition the music development officer should also be responsible for promoting
music education in government schools as well as coordinating and facilitating
the various strategies proposed above.
6.2 Appointment of a
Music Education Advisory Group
The idea
for a Music Education Advisory Group is based on the desire to offer both
expert professional advice and a community voice on all aspects of music
education in government schools in Victoria.
The model recommended here is based on a similar group established by
the Howard Coalition Government in 2007 by the then Minister for Education
Brendan Nelson and the then Minister for the Arts, Rod Kemp, in response the
findings of the National Review of School Music Education (2005) and the
National Music Workshop (2006). Although
maintained to the expiration of its period of appointment (2009), the
Australian Government’s Music Education Advisory Group was unfortunately not re-appointed
for a further term by the subsequent Rudd Labour Government.
The
members of the proposed DEECD Music Education Advisory Group could be appointed
for a two- or three-year term and would act in an honorary capacity. The following categories represent a range of
stakeholder representatives able to provide advice on music curriculum policy
and implementation to the Victorian Minister of Education and/or to DEECD
officers.
·
Music
Education Advocacy Representatives
·
Classroom
Music Teacher Representatives
·
Instrumental
Music Teacher Representatives
·
School
Principal Representatives
·
Professional
Organisation Representatives
·
Extra-/Co-curriculum
Provider Representatives
·
Teacher
Education Provider Representatives
·
Community
Music Representatives
Appendices
- Summary of the professional
profiles of contributors and supporters of this proposal.
- Summary of Jenni Heinrich’s Recommendations on Music Education in Victorian
country primary schools (2012).
- Music makes the Difference (advocacy pamphlet) produced by the Australian Music Association with
funding from the Australian Government’s Music Education Advisory Group
(2008)
[1] For further information, see
Australian Music Association (2008), Music
makes the Difference and Music: Play
for Life (2011), Lobby Kit.
[2] Stevens, R. S. (2003). National
Report on "Trends in School Music Education Provision in Australia".
Sydney: Music Council of Australia.
[3] Hocking, R. (2009). National Audit of Music
Discipline and Music Education Mandatory Content within Pre-Service Generalist
Primary Teacher Education Courses: A Report, Sydney: Music Council of Australia.
[5] See Vaughan, T., Harris, J. &
Caldwell, B. (2011), Song Room Bridging
the Gap in School Achievement through the Arts, Abbotsford, Victoria: The
Song Room.
[6] Music Council of Australia (2011),
Strategic
Utilisation of the National Broadband Network to Expand Opportunities in Music
Education – see http://www.mca.org.au/images/pdf/MCAresearch/mcaAD11NBNeducation.pdf
[7] See The Singing Classroom website
at http://www.amuse.vic.edu.au/PL2012/singingclassroom2012.htm
[8] Hocking, R. (2009). National Audit of Music
Discipline and Music Education Mandatory Content within Pre-Service Generalist
Primary Teacher Education Courses: A Report, Sydney: Music Council of Australia.
[9] See Pascoe, R.,Leong, S. et al.
(2005), National Review of School Music
Education: Augmenting the Diminished, Canberra: Australian Government.
[10] Heinrick, J. (2011). The
provision of classroom music programs to country Victorian primary schools,
MEd thesis, La Trobe University, Victoria.
[1] For further information, see
Australian Music Association (2008), Music
makes the Difference and Music: Play
for Life (2011), Lobby Kit.
[2] Stevens,
R. S. (2003). National Report on "Trends in School Music Education
Provision in Australia". Sydney: Music Council of Australia.
[3] Hocking, R. (2009). National Audit of Music
Discipline and Music Education Mandatory Content within Pre-Service Generalist
Primary Teacher Education Courses: A Report, Sydney: Music Council of Australia.
[5] See Vaughan, T., Harris, J. &
Caldwell, B. (2011), Song Room Bridging
the Gap in School Achievement through the Arts, Abbotsford, Victoria: The
Song Room.
[6] Music Council of Australia (2011),
Strategic
Utilisation of the National Broadband Network to Expand Opportunities in Music
Education – see http://www.mca.org.au/images/pdf/MCAresearch/mcaAD11NBNeducation.pdf
[7] See The Singing Classroom website
at http://www.amuse.vic.edu.au/PL2012/singingclassroom2012.htm
[8] Hocking, R. (2009). National Audit of Music
Discipline and Music Education Mandatory Content within Pre-Service Generalist
Primary Teacher Education Courses: A Report, Sydney: Music Council of Australia.
[9] See Pascoe, R.,Leong, S. et al.
(2005), National Review of School Music
Education: Augmenting the Diminished, Canberra: Australian Government.
[10] Heinrick, J. (2011). The
provision of classroom music programs to country Victorian primary schools,
MEd thesis, La Trobe University, Victoria.
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