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

Joseph, Dawn and Southcott, Jane 2009, Interrupted cadence : the mismatch of the school music curriculum and the intercultural understandings of pre-service teachers in Victoria, Australia, in Music '09 Modulations 2009 : Proceedings of the New Zealand National Music Education Conference, Music Education Canterbury, Wellington, New Zealand, pp. 84-94.

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Title Interrupted cadence : the mismatch of the school music curriculum and the intercultural understandings of pre-service teachers in Victoria, Australia
Author(s) Joseph, Dawn
Southcott, Jane
Conference name New Zealand National Music Education. Conference (2009 : Christchurch, New Zealand)
Conference location Christchurch, New Zealand
Conference dates 6 – 10 July 2009
Title of proceedings Music '09 Modulations 2009 : Proceedings of the New Zealand National Music Education Conference
Editor(s) Wallis, Graeme
Sell, David
Publication date 2009
Conference series New Zealand National Music Education Conference
Start page 84
End page 94
Total pages 133 p.
Publisher Music Education Canterbury
Place of publication Wellington, New Zealand
Summary 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.
ISBN 9780473161576
Language eng
Field of Research 190409 Musicology and Ethnomusicology
130201 Creative Arts, Media and Communication Curriculum and Pedagogy
HERDC Research category E1.1 Full written paper - refereed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30026573

Document type: Conference Paper
Collections: Faculty of Arts and Education
School of Education
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