Accounts of developing absolute pitch in young children's music education

The retrospective case study investigations highlighted the important role of parents, family members and significant others in the community in providing a nurturing environment, a variety of learning opportunities, necessary support resources, and expertise which, it is argued, contributed to the development of the participants' absolute pitch abilities.

Interrupted cadence : the mismatch of the school music curriculum and the intercultural understandings of pre-service teachers in Victoria, Australia

In Victoria, Australia, the curriculum framework for schools, Victorian Essential Learning Standards (VELS) stipulates multiculturalism as an integral part of the education of students. This encompasses knowledge, skills, values and behaviours (Victorian Curriculum Assessment Authority, 2009). In this curriculum framework, teachers must consider ‘intercultural understanding’. It seems logical that, to teach this, preservice teacher education students should be able to embrace this idea. VELS addresses multicultural understanding and the development of thinking skills. The Arts domain specifically provides diverse opportunities for students to “develop aesthetic and critical awareness … of arts works from different social, historical and cultural contexts”. In this research, undertaken between 2005 and 2008, semi-structured interviews were completed with final year pre-service music education students about their intercultural understandings in music education. Interpretative phenomenological analysis of the data showed that, although many feel confident including music of other cultures, having had some experience in their tertiary education, some have pursued other ways to inform themselves about music of other cultures. There appears to be a mismatch between curricular expectations and the limited time and resources available in tertiary education programs for music. The disparity between the school music curriculum framework and the preparation of teachers requires attention and resolution.

Quantum music

The purpose of the research was to examine the human response system to aid the development of improvised music and mulit-media artwork. It was found that there are many predictable responses to external stimuli within the human body and that music and performance would benefit if this knowledge was applied.

Technology and music in the early years of schooling

An investigation of junior primary school children's use of computer-based music technology found that, with active support from teachers, young children were able to participate effectively in relatively complex musical processes, with particular regard to listening, performing and composing, thus extending the traditional scope of young children's music education.

Implementation of ICTs in primary music education in Hong Kong

This study investigated the present state of IT policy implementation in relation to music education. The current status of Information and Communication Technology (ICT) integration in music curriculum in primary schools in Hong Kong has been assessed to provide references and recommendations for enhancing the state of integration, and for subsequent and sustainable development.

Enhancing music composition opportunities through techology in upper primary classrooms

The research contributes original knowledge about an e-learning model for music education delivery in schools. An innovative project called 'Compose' which combines a range of developments and resources based on computer technology with specific initiatives to addess the identified barriers to composition was designed. This model offers a potentially viable way to make the expertise of music specialists available online in primary classrooms where such expertise would not normally otherwise be available.

Women in exercise to music : individual experiences of influences to be slim

This qualitative study explores reasons why women who participate in exercise to music continue to do so long-term. Thirteen women were interviewed. Generational differences of body perceptions were easily identifiable.

Narrative analysis of female student 'resistance' in a Japanese private university

The thesis points to the emergence of a series of distinctive tensions which were informed by the author's position as a Western male researcher living in Japan, and the changing perceptions of what occured as notions of 'empowerment' and 'voice' touched the 'grounded' data. It argues that the generative narrative(s) constitutes a form of ongoing 'conversation' which succeed in producing an unstructured reading or pedagogy. Although the research does not achieve tangible liberatory outcomes, the generative narrative(s) provides the lens through which to view the student 'resistance' and, as such, permits the examination of an instance of student 'resistance' in Japan.

Team teaching and communicative language teaching in Japanese secondary schools

Explores team teaching and communicative language teaching in Japanese schools. The study's first phase uses the ethnographic approach of participant observation. The second phase uses eleven case study interviews to discover the teachers' conceptions of communicative language teaching. Identifies elements of team taught lessons and elucidates the conceptions of communicative language teaching held by a sample of teachers.

Fractured lives : Australian prisoners of war of the Japanese and their families

Examines how the particular nature of captivity by the Japanese during World War II intensified and complicated the impact, legacy and memory of war for POWs and their families. It presents insights into the experience of the prisoners' wives and how battalion associations protect and promote the remembrance of war.

Teaching music in New South Wales primary schools : 1920-1956

This thesis concerns the place of music in New South Wales schools from 1920 to 1956. The initial chapters explore issues related to the investigation and the methodology that has guided the research. To provide a foundation for the thesis as a whole, the investigation’s British antecedents are considered and the relevant literature is reviewed. Six broad themes are used as the organisational framework for this thesis: the major events that shaped schooling, the syllabus and recommended music resources, the rationales for the inclusion of music in schools, the place of school music broadcasts, music teaching practice in schools, and the provision of teacher training. Each theme forms the basis of one chapter, with the exception of one extensive theme which is discussed in two adjoining chapters.

This investigation concluded that from 1920 to 1956, the Department of Education’s fundamental aim for schooling was to develop the state’s children into good citizens. Music was valued for its ability to contribute to this aim.

During this period, the Department engaged in a policy of music transmissionism. Specifically, the Department sought to transmit the music values, knowledge and skills that it held in high regard to teachers who in turn were expected to transmit them to their students. The dominant culture and values that were transmitted were those of Britain and the British Empire—that is, music was used to transmit Britishness to children.

The investigation also concluded that during this period there was an expansion of music curriculum and pedagogy in New South Wales. However, in a oneway traffic of ideas between Britain and Australia, it was British music education practices that continued to influence the methods used in New South Wales schools.

In addition, this investigation concluded that there were past periods when New South Wales schools were very musical places—specifically, at the turn of the twentieth century, during the Second World War and during the immediate post-war years. The successes achieved in music during these times required the interplay of six factors: a Department of Education that valued music for the contribution it made to the development of children as good citizens; a Department of Education that provided strong leadership for music by employing a conscientious, inspirational music educator or educators whose sole responsibility was to champion and supervise music across the state; a Departmental expectation that music would be taught by generalist teachers who themselves had developed music expertise during their pre-service preparation or through professional development opportunities offered to them; the existence of a reward system to encourage teachers to increase their music discipline knowledge and skills; a music syllabus that was developmental and hence built on prior music knowledge and skills; and teachers who were able to deliver quality music programs to their students because they themselves were one element in a cycle of respect for music.