We did the how to teach it: music teaching and learning in higher education in Australia

The Australian Government recognizes that the Arts are a
critical part of formal school education and it should not be viewed
as subordinate or extra. This paper forms part of a wider research
project titled “Pre-service teacher attitudes and understandings of
Music Education” that started in 2013. The focus of this paper
investigates music teaching and learning in a core unit within the
Bachelor of Education (Primary) course at Deakin University
(Australia). Using questionnaire and interview data gathered in 2014,
I employ Interpretative Phenomenological Analysis to analyse and
codify the data. Three themes are discussed in relation to: Why it is
important to include music in the primary school? What was
enjoyable and what aspects were challenging in the music
workshops? What can students integrate as generalist teachers into
their future classrooms? Though the findings focus on “we did the
how to teach it”, it also highlights some challenges and opportunities
for students and staff. Tertiary educators are challenged to raise the
capacity and status of music when preparing students to translate the
music curriculum into their future classrooms.