The blind men and the elephant : music education in a changing world

Education provides unique opportunities for individuals to develop their full character as Australian citizens who can play a part in the shaping of the future. All educational settings have an important role to play in bridging differences and promoting mutual respect, tolerance and understanding between people of different races, cultures, and religions. The curriculum is one component of the wider educational milieu that should be 'an enabling mechanism that nurtures adjustment to change, and simultaneously provides a roadmap of expectation' (Bruniges, 2005, p.15). As the rate and diversity of both local and global change accelerates, education continues to be faced with a multiplicity of challenges. The ways in which we respond to this will influence both the society and the curriculum that we design, implement and evaluate. Currently music educators implementing the Victorian Essential Learning Standards (VELS) are faced with the challenge of developing multicultural practices that align with both curriculum initiatives and create authentic experiences for students. As in the well-known story of the blind men and the elephant, teachers are faced with resources that offer only a shallow introduction to what is a multifaceted field. The question we pose is: 'How do educators embrace a vast range of cultural and social dimensions in our school music programmes without being like a blind man, grasping only one perspective of an extensive and complex whole?'

Music education and minority groups cultural and musical identities in the 'newer' South Africa : white Afrikaners and Indians

Music Education, as well as cultural and musical identities are all being renegotiated, post-Apartheid, within the so-called 'newer' rather than the commonly known 'new' South Africa. The developing situation with certain minority groups is particularly interesting. Education in general has undergone much change since the first democratic elections in 1994: music education specifically has been affected by such change in terms of content, delivery and assessment. Within the South African context, cultural and musical identities are often intertwined with language, racial and even tribal identities, and discussing one implies the others. We are particularly interested here in the role of formal Music Education in relation to white Afrikaners and Indians as they renegotiate their cultural development, including musical aspects

From empire to filmi: a fusion of western and Indian cultural practices in Australian music education

During the 19th and 20th centuries, Indian culture was represented in Australia as part of celebrations of the British Empire. Children were presented with stereotypic representations of Indian culture, which provide a snapshot of contemporary perceptions. Such representations were rarely authentic. By removing music from one culture and presenting it in the symbolic gestures of another we strip away much of its meaning. Encouragingly, contemporary popular culture can incorporate a fusion of western and Indian cultural practices, such as filmi (Hindi: `film song' or `Indian film music'). This article describes early imperialist understandings of Indian culture in Australian school music to contextualize recent attempts to engage with more authentic intercultural understandings. To assist teachers in the presentation of `other' musics, guidelines for the inclusion of authentic materials are offered. By selecting music that is already a fusion of cultures and musical styles, it becomes easier for western music educators to engage with the other.

Music education research in Australia - 2007

Summarises current music research in Australia such as the establishment of the Bibliography of Australian Music Education Research (BAMER) database, conferences held by the Australian Society for Music Education, and recently completed post-graduate research studies in music education (includes some abstracts).

Music education in Australia : valuing cultural diversity

Australia is a ‘mosaic of cultures’, the borders between cultures, communities and societies are continually blurring, thus music and multiculturalism cannot be divorced from society per se. As teachers are agents of change, broadening students’ experiences and understandings of ‘other cultures’ can only enhance the provision of inclusive, rich, multicultural programs at schools. The article considers notions of multiculturalism, cultural diversity and music education. It also raises concerns and issues when valuing cultural diversity in music education. Music is an effective platform to foster understanding of difference within and beyond the classroom. I propose that teacher education courses provide intercultural inclusive practices.

Perceptions of multiculturalism in music education: what matters and why

Pre-service teacher education students from two Australian universities were interviewed about their understandings of cultural diversity in music education. These initial findings revealed varied but generally consistent enthusiasm about including music from different cultures in teaching. However comments revealed an almost haphazard exposure to other musics. These were generally informal rather than learned in their formal education. Interviewees recognised the training that they had received in their tertiary studies in other cultures (both Western and non-Western) and expressed the intention to pursue professional development in their future careers. Engaging with the music of other cultures allows teachers and students to develop understanding and empathy with others. This is in line with current governmental initiatives on values that states that values education is intended to 'inspire and educate the next generation to see their world through the eyes of others. We want children to become adults who are caring, tolerant, fair and compassionate' (Department of Education, Science and Training, n.d., p. 2). Comments from the interviewees illustrate just such attitudes and understandings. It behoves us as educators to prepare students for teaching in multicultural classrooms that reflect the wider Australian society.

National report on trends in school music education provision in Australia

"The focus of the project was identified by the Research Committee of the Music Council of Australia as being to provide factual information about designated trends in the provision of school music education in Australia, with possible use of this information in a national campaign in support of music education in Australian schools by the Music Council of Australia."

Music education research in Australia - 2006

This article summaries some research on music education in Australia. During 2006, the Bibliography of Australian Music Education Research (BAMER) database has undergone a major revision with the addition of several newly-located research studies and the updating of existing inaccurate or incomplete entries. The 27th World Conference of the International Society for Music Education (ISME) was held at the Kuala Lumpur Conference Centre in Malaysia from 16 to 21 July and was attended by several Australian delegates. Forthcoming conferences are listed.