All change COUNTRY MUSIC loop

All Change Loop is a country & western instrumental featuring rhythm guitar, lead banjo, rhythm banjo, fiddle and upright bass with a wooden barn echo.

Music needs no visa : insights from three South African voices on teaching African music in Melbourne, Australia

As Australia becomes increasingly multicultural, there are many that would argue that the teaching and learning of music at educational settings can be carried out in a number of ways where cultural context and authenticity is imperative. This paper discusses the main arguments of teaching and learning in music education and provides some theoretical perspectives of teaching African music as groundwork for the discussion and findings. This paper is part of a wider study called 'Smaller steps in longer journeys' and. provides insight into the teaching of South African music in Melbourne. Three South African voices (my own as tertiary music educator, an artist in schools and a primary music specialist) through reflection and interview data considers 'how' and 'why' African music is taught The discussion presents an openmindedness of music when it travels to a new country where the pedagogy is the process of production and exchange, a social-discursive practice whereby process and understanding is more important than just product. As music requires no visa it will continue to travel and be shared in different context where pedagogical practice considers teacher, learner and knowledge.

So much more than just the music : Australian pre-service music teacher education students’ attitudes to artists-in-schools

Contemporary Australia is a country of ongoing migration and increasing cultural diversity which is reflected in its arts practices. This article considers the views held by Australian pre-service music education student teachers and their tertiary music educators about their perceptions concerning artists-in-schools programs in school music. This discussion reports on data collected for a study undertaken in Melbourne, Victoria, Intercultural Understandings of Pre-Service Music Education Students (2005–2009). Fifty-three interviews were analyzed using interpretative phenomenological analysis. The findings provide insight into teachers’ recognition of the need for artists-in-schools programs. In particular the ways in which teachers can link theory to practice, fill in omissions in their own knowledge, skills and understandings, and heighten student understandings of multicultural musics. The promotion and provision of multicultural music education is essential at all levels of education. This can be achieved by the inclusion of diverse culture bearers, artists-in-schools, and community engagement to work with both teachers and their students.

Preservice music students explore African music in an Australian tertiary context

Inspired by the past, driven by the passion: music in state-supported education in New South Wales and Victoria 1848-1920

This investigation considers the development of class music teaching in New South Wales and Victoria during the first seventy-two years of state-supported primary education. The first chapter describes the English background including music teaching methods (resulting from the mid-nineteenth century English choral singing movement) and the subsequent development of music teaching in English elementary schools. The promotion of school music is then considered on a broadly chronological basis in the two states and several themes are identified in relation to school music policy and practice. These include the status of music (core curriculum or extra-curricular subject), who should teach music (generalist or specialist teachers), what teaching methods and music notation should be used (staff or Tonic Sol-fa), musical training for generalist teachers, and curriculum content in relation to the aims and objectives of school music. Comparisons are made between developments in both states and between both states and English school music. The final chapter demonstrates the relevance of many of the historical themes identified for music education today. The thesis concludes by identifying a recurring problem from the past. namely the lack of co-ordination between various aspects of school music policy, as the most serious problem to be overcome in the future.

Learning, linking and participating : transmitting African music in Australian schools

Considered in this paper is the concept of "change"for practising teachers who are teaching and learning African music in Melbourne, Australia. African music and culture is seen as an effective way for these teachers to experience a cross-cultural odyssey through both social and situated learning. This chapter reports on a music project where teachers perceived African music to be an effective way to leam link and participate with a new music and culture. The chapter summarises pertinent findings relating to why and how teachers are engaging with African music.

News values and country non-daily reporting

Australia's country, non-daily newspapers present journalism graduates with excellent opportunities to get a foot in the door, experience a wide range of journalistic responsibilities and compile an impressive portfolio. However, tertiary journalism courses largely ignore the unique news values, issues and challenges involved with country non-daily reporting. Considering a large percentage of future journalists are likely to enter the industry on a country non-daily, journalism education's current attitude has serious implications for the profession. However, this situation cannot be rectified until these specific news values, issues and challenges have been documented in order for them to be integrated into pedagogical models. This article documents the country non-daily's news values, issues and challenges, and indicates their importance to journalism training and education.

John Martyn Harlow: 'obscure country physician?'

If John Martyn Harlow is known at all in the neurosciences, it is because he was the physician who attended Phineas Gage and followed up his case. Although Harlow's brief but insightful accounts of the changes in Gage's personality are fairly well recognized, and his skill in treating Gage often acknowledged, Harlow himself is, for the most part, the shadowy figure caught by the self-depreciatory characterization of the subtitle of this paper. Although his contribution to the neurosciences was singular, literally and figuratively, he deserves a place in the history of the subject. Harlow's training in antiphlogistic therapy can be seen in his treatment of Gage and in his evaluation of its results. As a medical student, he was also exposed to phrenological doctrine, the influence of which can also be seen in his  appreciation and explanation of some aspects of Gage's behaviour.  Manuscript materials, newspaper reports, and other little known material are used here to evaluate Harlow's contributions to medicine and to the medical, political, and civic life of Cavendish, Woburn, and the Commonwealth of Massachusetts.

E-marketing in perspective: a three country comparison of business use of the Internet

Presents an inter-country comparison of the business use of the Internet as part of a competitive marketing strategy. Firstly, examines online marketing strategy, reporting that the professed benefits from Internet use are mostly illusory, particularly for the small business sector. Next, describes a survey of 400 businesses in Australia and New Zealand plus a questionnaire survey of 140 business-to-business marketing organizations in the UK and compares the results in terms of the strategic function, marketing communication function, marketing logistics function and relationship management function. Discovers that there are both similarities and differences in the way the three countries use the Internet. Reports that the major difference is in the strategic use of the Internet to gain competitive advantage, improve cost-effectiveness and relationship management, with Australian and New Zealand firms using the Internet to communicate with local firms and maintain relationships at a local level to support sales made through traditional channels.

Kivy on justifying music in liberal education

Within analytical aesthetic circles, Peter Kivy is best known for re-igniting the debate inaugurated by Eduard Hanslick over the issue of whether or not music of the purely instrumental or absolute kind can be said to express a content, and, if so, whether or not listeners' emotional responses to it bear any relation to that content. Kivy's particular contribution countenances the possibility of interpreting the appearance of a musical work as expressive - be it the percussive Allegro barbara [1911] by Bela Bartok or the lyrical Adagio for Strings {1936] by Samuel Barber - without having to presume that music itself, being non-sentient by nature, possesses any emotional, subjective state.  This short essay, however, will critically examine a rather neglected facet of Kivy's prolific writings. In a relatively recent attempt to justify the place of purely instrumental music in liberal education without drawing upon the above-mentioned notion of expressiveness, Kivy reconceptualizes the matter in a manner that significantly shifts us from the dominant epistemological arena of debate. No longer are we to dispute the place of music within the terms set by the highly influential forms-of-knowledge approach revived by P.H. Hirst a generation ago and currently under revision by Jim McKenzie in terms of forms of argumentative discourse. But before first surveying and then critically assessing Kivy's proposal, perhaps we should briefly remind ourselves of the contrasting frame of reference associated with Hirst.

Teachers reactions to outcomes-based music education in South African primary schools

This article examines the reactions of specialist music teachers to the introduction of Outcomes-Based Education (OBE) in South Africa. OBE has been seen in post-apartheid South Africa as a way to transform education and address the imbalances of the past. The study reported here used questionnaires to explore attitudes of teachers at independent schools in Johannesburg in the first year of implementing OBE. Analysis of data revealed both positive and negative attitudes as well as the strong need for teachers professional development if OBE is to succeed.