Masakhane: drumming up an effective music curriculum for pre-service teacher education

The introduction of African indigenous music to a generalist primary teacher education course transcended both cultural differences and personal inadequacies of students. It provided a cohesive bond for promoting the learning of music that is aptly represented by the African concept of masakhane (building together). This research demonstrated the effectiveness of Africa music for promoting cross-cultural music education, thereby providing a worthy model for implementation in other teacher education programs. According to findings from a questionnaire survey and interviews, students reported they were able to more effectively engage with, know, create, perform, teach and experience music through African rather than just the Western music. This experience provided students with new musical knowledge, understandings and skills as well as giving them insights into another musical tradition and culture. Students also perceived Indigenous African music as a source of motivation, interest and enjoyment, thereby promoting their creativity and musical learning. As global citizens, we need to embrace diversity and change not only in our immediate teaching contexts but also in broader educational policy. This curriculum clearly enhanced the effectiveness of music within a teacher education course and by extension has the potential to contribute to a greater professional and public good in education.

What have we learnt? Pre-service music teaching and learning

Making pre-service teacher education relevant to teaching through onsite visits is not new to tertiary institutions in Australia. "The merits of field based teacher education are frequently cited, concluding increased relevance for students and greater accountability for colleges through participation of local schools" (Elmore, 1979, p. 378). This article reports on a Deakin University initiative with a local school in semester one 2008 with the Bachelor of Teaching (Primary and Secondary) music methodology students. The school chosen has a specialist music teacher. Conkling (2007) points out, "when the experienced music teacher presents a compelling vision of music teaching, pre-service teachers not only attend to this exemplar of teaching practice, but they also recognize the influences of teaching practices on younger students learning" (p. 45). This article explores the concept of school based partnerships and professional development as a way to enhance pre-service music methodology students understanding of teaching and learning. This article highlights some of our reflections during our five-week visit. We discuss the benefits of the experience from the point of view of a university student and a music education lecturer. Whilst such an experience had benefits for the school and the university, we also highlight some limitations that were encountered.

Opening the doors to multiculturalism : Australian pre-service music teacher education students' understandings of cultural diversity

Educational reform in Australia has urged teachers and tertiary institutions to prepare students for multicultural classrooms. Engagement with multicultural music by teachers and students promotes understanding of difference and diversity as music has both global and cross-cultural manifestations. This article reports on a research project undertaken at both Deakin University and Monash University (Melbourne, Victoria, Australia) with final year music specialist students (2005-2007). Students participated in an online, anonymous survey (2005) regarding their understandings of multiculturalism. By in-depth analysis of four semi-structured interviews undertaken with volunteers from the 2006 to 2007 cohort, using Interpretative Phenomenological Analysis, emergent themes and construct understandings of participant experiences were identified. Two significant themes are discussed: representations of multicultural music in Victorian schools and cultural context. Music education can be an effective platform to 'opening the doors to multiculturalism and cultural understanding'. Pre-service teacher education courses should reflect the changing societies in which they are situated.

Making it real : pre-service music teacher education students ideas about artists-in-schools

Globally teacher educators try to prepare culturally inclusive students in an ever-crowded curriculum It is difficult to give students in-depth experiences of other musics and their cultural contexts. In schools, teachers are also faced with the. same challenges. This shortfall may be met by artists-in-schools programs. This paper focuses on the perceptions of pre-service music educators concerning artists-in- schools programs. The study builds on ongoing research (2003-2008), Intercultural attitudes of preservice music education students, between Deakin and Monash universities. Australia only the 2008 interviews (analysed using interpretative Phenomenological Analysis) are discussed. The paper reports only on one aspect that underpins artists-in-schools programs — the importance of authentic practice. Although international studies have, provided insights into artists-in—schools programs little attention has been paid to pre-service specialist music teacher understandings of such programs. It is imperative to know the attitudes that our teachers carry with theta into their future professional engagement The findings of this study provide insight into the need br artists-in-schools programs and the ways in which teachers can link theory to practice, fill in omissions in their own knowledge, skills and understandings. and also heighten student understandings of multicultural musics.

Adventurous girls of the empire : the pre-war novels of Bessie Marchant

Historically, the genre of adventure fiction most readily recalls books for boys and male heroes rather than girl readers and protagonists. These include enduringly well-known works such as H. Rider Haggard's King Solomon's Mines (1885) and She (1887), the early to mid-Victorian boys' stories of Frederick Marryat, W. H. G. Kingston, and R. M. Ballantyne and the late-Victorian G. A. Henty's tales (his more than one hundred adventure stories sold in excess of 25 million copies). The novel of adventure at the conclusion of the nineteenth century recounted tales of male exploration on land or sea, and quests or conquests in real or imagined lands removed from the gentility of civilized England. These generic features were aligned with masculine traits of activity and strength, and while girls could and did indeed read boys' adventure books, examples with female protagonists were uncommon in the Victorian period. Joseph Bristow argues that between 1870 and 1900, "narratives celebrating empire and techniques in teaching reading and writing gradually converged . . . [B]oth inside and outside the classroom, there was more and more emphasis on heroic adventure, and this involved a number of shifts in attitude towards juvenile publishing and curriculum design" (20–21). The works Bristow refers to were, of course, written by male authors about masculine adventurers.

The novels of Bessie Marchant—sometimes called "the girls' Henty" —began to be published as the nineteenth century drew to a close. Her girl heroines act independently in isolated areas in Australia, New Zealand, Canada, India, South America, India, South Africa, Siberia, and Central America. From 1894 until her death in 1941, Marchant wrote more than a 130 novels, many of which celebrated the capacity of British or colonial girls to rise to any challenge set before them in rugged.

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.

Music teaching is more than telling : attitudes and beliefs of Australian pre-service teachers

Pre-service teachers’ views are often confronted at tertiary level in regards to theories of teaching and learning which can through discussion and reflection change their perceptions and their understanding of classroom practice. Tertiary educators are challenged to develop positive attitudes and beliefs about education to their pre-service students if music education is to be valued in all educational settings. Drawing on educational perspectives on teaching, this article investigates the myriad of influences that shape pre-service teachers’ attitudes and beliefs about music teaching and learning. Between 2005-2009 final year music teacher education students from Deakin University and Monash University (Melbourne, Australia) participated in a research project entitled Intercultural attitudes of pre-service music education students. This article draws on the 2008 cohort interpersonal and affective attributes regarding what they thought makes a good teacher and how they would see themselves as future music teachers. Whilst the findings provide important insights into Australian pre-service teachers they also hold similar significance for teacher education in general. I contend that continued research with our students can only help us as tertiary educators to prepare our students to be effective teachers.

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.

Australian pre-service secondary teacher education courses : challenges and Dilemmas

Changes, challenges, and successes facing secondary pre-service teacher education in Australia

In December 2008, the Australian Government was presented with a report from a Review of Australian HigherEducation known as the ‘Bradley Review’. The report clearly articulates many challenges that lie ahead; it questions thestructure, organisation and financial position of Australia to effectively compete in the global economy. This paperprovides a succinct discussion of some of the challenges and dilemmas encountered at a metropolitan Australianuniversity in Melbourne within the Faculty of Arts and Education in the School of Education. The courses will bereaccredited in 2016 and has to comply with the new Australian Qualification Framework (AQF), the AustralianTeaching Standards Framework (AITSL) and the Victorian Institute of Teaching (VIT). By employing narrative inquiry,reflective practice and document analysis as methodology, I discuss the Bachelor of Teaching (Secondary)/Bachelor ofArts course (degree), the largest secondary pre-service teacher education course at a university in Melbourne presentingsome strategies and inviting international dialogue in relation to some of the challenges faced regarding increasednumbers of students and lower entrance scores. Limitations of the current course are acknowledged and generalizationscannot be made to other education courses at universities across Australia. However, some new initiatives in the facultyare offered.

Promoting cultural understandings through song across the Tasman: pre-service primary teacher education

As tertiary music educators across the Tasman we argue that music, particularly song, is an effective medium for teaching and learning about non-western music when preparing generalist primary Pre-Service Teachers (PSTs). Using ‘voice’ as a portable and accessible vehicle to transmit cultural understandings, we draw on the Zimbabwean proverb ‘if you can speak you can learn to sing and if you can walk you can learn to dance’ to foster music creativity and enhance literacy development and confidence in our PSTs. Using narrative methodology, we share our teaching and learning experience at Deakin University (Australia) and the University of Auckland (New Zealand) where we include African and Māori music respectively as effective ways to promote cultural understandings. In our experience, the teaching of song goes beyond teaching a tune or something that is ‘fun’. Rather, it is as an effective context for developing knowledge, skills and understandings about multiculturalism and the importance and need to be ‘inclusive of others’. PSTs gained socially, linguistically, cultural and emotionally, to name a few. We encourage other music educators at all education levels to be culturally and linguistically inclusive and to explore non-western music as a positive teaching and learning experience.