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Surf and turf: music education riding the wave and/or planted firmly in teacher education arts courses across two Australian universities

Hartwig, Kay and Joseph, Dawn 2015, Surf and turf: music education riding the wave and/or planted firmly in teacher education arts courses across two Australian universities, in ANZARME 2015: 37th Australian and New Zealand Association for Research In Music Education Annual Conference: Surfing the Zeitgeist, ANZARME, Melbourne, Vic..

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Title Surf and turf: music education riding the wave and/or planted firmly in teacher education arts courses across two Australian universities
Author(s) Hartwig, Kay
Joseph, DawnORCID iD for Joseph, Dawn orcid.org/0000-0002-6320-900X
Conference name ANZARME. Annual Conference (37th: 2015: Melbourne, Vic.)
Conference location Melbourne, Vic.
Conference dates 24-27 Sep. 2015
Title of proceedings ANZARME 2015: 37th Australian and New Zealand Association for Research In Music Education Annual Conference: Surfing the Zeitgeist
Publication date 2015
Publisher ANZARME
Place of publication Melbourne, Vic.
Keyword(s) Music education
Australian teacher education
Primary music education
Summary Tertiary Arts educators are exhorted to offer The Australian Curriculum: The Arts (Dance, Drama, Media Arts, Music and Visual Arts) in their teacher education programs. This paper situates itself across two interstate universities (Deakin in Victoria and Griffith in Queensland) where both authors are music educators at these institutions. They discuss the two different ways that primary Arts education is offered at their universities by focusing on the Bachelor of Primary course (program/degree). The focus at Griffith University is on integrating the Arts whereas at Deakin University, the Arts are taught as a discipline within the unit (subject). Across both universities two teaching units for primary Arts education is core within the four-year program. Drawing on the author’s narrative reflection, observation, student questionnaire data, anecdotal feedback and student end of semester evaluations we discuss two different methods of delivery, assessment and challenges the units present to the authors and students. Though tertiary Arts educators are challenged to be inclusive of a rich and diverse arts curriculum as music educators we question whether the students are merely surfing the crest of the wave or being firmly planted in the ground to effectively implement music education in their future primary classrooms. We invite dialogue with other music educators who face similar situations where the delivery of music education is not located within the Arts and is dependent on staffing, resourcing and time limits and in some situations is almost drowning.
Language eng
Field of Research 130103 Higher Education
130105 Primary Education (excl Maori)
130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 930201 Pedagogy
HERDC Research category E2.1 Full written paper - non-refereed / Abstract reviewed
Copyright notice ©2015, ANZARME
Persistent URL http://hdl.handle.net/10536/DRO/DU:30078984

Document type: Conference Paper
Collection: School of Education
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Created: Tue, 13 Oct 2015, 11:25:42 EST

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