Music Education in Schools – What Is Taught? a Comparison of Curriculum in Sweden and Australia

australian asociety s for mumsic Music Education in Schools – what is e ducation incorporatede taught? A comparison of curriculum in Sweden and Australia Susanne Garvis University of Gothenburg Georgina Barton University of Southern Queensland Kay Hartwig Griffith University Abstract Music has been a subject offered in schools for some time across the globe. Students will often study music, alongside other arts subjects or as a stand-alone music course, during the primary school years and at selected times during secondary school. Despite music being an important subject within schooling, other subjects such as English, maths and science are often privileged over the arts. Most countries have their own music curriculum that describes the intended learning within music, however few studies have explored the similarities and differences of music curriculum across countries. In this study, we analyse the music curriculum of Australia and Sweden. We first present a brief history of music education in both countries and then analyse the music curriculum to reveal comparative aspects. Using content analysis, we were able to identify main themes ‘in the curriculum content including making and responding to music, Indigenous musics, and health and safety. Comparative studies about curriculum are important for improved curriculum development as well as understanding the different knowledge and skills students are expected to learn in music from a global perspective. Keywords: music education, music curriculum, Australia, Sweden, comparative study Introduction documents and to discuss the similarities and differences that arise. Music is often a compulsory subject area in schools While curriculum can have many different for many children around the world (Abril & Gault, meanings (Ewing, 2012; Marsh & Willis, 2003), in the 2016; Hoffer, 2017). The content of what children context of this paper it is described as the literal learn in music education in different countries worded document found in Swedish and Australian however, is under-researched. This article helps schooling. The official document is published by to fill this void by exploring music education the curriculum body/government agency in each curriculum in Sweden and Australia. Both countries country and implemented by schools. share many characteristics, including democratic The paper begins with a short literature review foundations in schooling, good quality of life and of music education in Sweden and Australia before high levels of education quality. Both countries sharing the focus of the study and method. The also have developed music education curricula findings and discussion follow, before the paper that have been implemented across the entire concludes with key considerations about the country. The intention of the paper is to explore curriculum comparison. the aims stated in each country’s music curriculum 10 51(2) A comparison of curriculum in Sweden and Australia Music education and curriculum in primary school settings were the use of the in Australia: A review Australian Broadcasting Commission (ABC) of the literature songbooks from the 1930s. Since this time the States and Territories have been responsible for their own approaches to music education in Music education: A brief history schools, which we will not explore in this paper. It is Australia has a rich history of music education. worth noting however, that many schools adopted Of course, most importantly music teaching and strong instrumental/band programs with individual learning is embedded throughout Australia’s First students able to undertake private studio lessons People’s communities and culture . Music and outside of the school context. dance, often referred to as inma, carries forward In 2005, a National Review of Music Education deeply significant stories through ritual associated was conducted across Australia. The purpose was with the land. Mowaljarlai (2015) believed that to discuss the issues concerning the delivery of “song was the first idea, the principle of sharing one of the subjects of the arts: music (Hartwig, which underlies our system”. Aside from rich Wise & Faik-Simet, 2017). The report identified the traditions associated with Australia’s First Peoples, following priorities: improving the equity of access, a long-standing heritage within Australia’s participation and engagement in school music schooling system has existed since Federation. for all students; improving teacher education; Music education and music as an artform improving curriculum support services; support was viewed as a cultural, artistic and social productive partnerships and networking with music accomplishment. It was however, unsurprisingly, organisations, musicians, the music industry and conducted as a service to the elite or those the Australian community. Unfortunately, due to could afford it. Learning an instrument in the the then Federal Minister of Education changing, early 1900s was an expensive past-time and the project fell by the wayside (DEST, 2005). one was encouraged to participate in public music examinations. With this practice came the Music curriculum in Australia establishment of university music programs often In Australia, a national curriculum for the Arts in conservatoriums and also secondary schools for (Foundation to Year 10) was completed for the music specialisation (Stevens, 2016). first time in 2014 by the Australian Curriculum, In schools, programs essentially followed British Assessment and Reporting Authority. This pedagogies even though at the time classrooms curriculum comprises five subjects: Dance, Drama, were already diverse with many immigrants from Media Arts, Music and Visual Arts. In the Australian Europe, Asia and the Oceania region settling in Curriculum, the Arts is a learning area that draws Australia. Sol-fa was also gaining popularity as together related but distinct art forms. While was choral training. According to Stevens (2016) these art forms have close relationships, and are “music was introduced to schools not so much often used in interrelated ways, each involves for its intrinsic values but as a form of pedagogy different approaches to arts practices and critical for instilling (through the words of school songs) and creative thinking that reflect distinct bodies of moral, patriotic and religious values in children” (p. knowledge, understanding and skills. 1). Consequently, this approach filtered through The curriculum examines past, current and to missionary schools established for Indigenous emerging arts practices in each art form across a children who were often stolen from their families range of cultures and places. Each subject focuses and communities. on its own practices, terminology and unique ways Popular approaches to music, particularly of looking at the world including the music subject. Australian Journal of Music Education 11 Garvis, Barton and Hartwig In July 2015, arts education in Australia moved Music education and curriculum forward with the announcement that the Arts were in Sweden now part of the nationally mandated curriculum known as the Australian Curriculum: The Arts (2015). Music education in Sweden Even though the curriculum document has been In Sweden, municipalities are responsible for the written by the Federal body, the responsibility for implementation of music education. This means the implementation of the Australian Curriculum that funding can be allocated in different ways. In has been handed to each state and territory some years, students may have access to music The Australian Curriculum: The Arts – music subject and other years they may not have access to music. aims to develop students: Over the compulsory nine years of schooling • the confidence to be creative, innovative, (grade one to grade nine), students must have at thoughtful, skilful and informed musicians least 230 hours of music instruction (out of a total 6, 665 hours of instruction). • skills to compose, perform, improvise, respond Students aged from 11 to 14 years (grades seven and listen with intent and purpose to nine in Australia and grades five to grade eight), • aesthetic knowledge and respect for music and can choose to join classes with a special emphasis music practices across global communities, on music. During this time they can also choose to cultures and musical traditions have lessons in singing and playing instruments, ensemble playing and music theory. Some schools • an understanding of music as an aural art form may also have extended music programs with as they acquire skills to become independent entrance exams for music. Most municipalities will music learners. (ACARA, 2014). have well-developed music and arts schools as The scope and sequence chart for each of the children enter lower and upper secondary schools. artforms in the curriculum lists the bands as Foundation to Year 2; Years 3 and 4; Years 7 and 8; Years 9 and 10. Each band is explored through the Music curriculum in Sweden descriptors of exploring ideas and improvising with In Sweden there is a Curriculum for the compulsory ways to represent ideas; developing understanding school, preschool school and the leisure-time of practices; sharing artworks through performance, centre 2011 (Skolverket, 2011). According to presentation or display and responding to and the curriculum, “the wording of the knowledge interpreting artworks. The five subjects of the arts requirements for subjects in the compulsory curriculum are compulsory for Foundation to Year school

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