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A Comparative Study of Primary/ Elementary School

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A Comparative Study of Primary/ Elementary School THE UNIVERSITY OF NEW SOUTH WALES FACULTY OF ARTS & SOCIAL SCIENCES A Comparative Study of Primary/ Elementary School Music Curricula in Australia (NSW), in the UK (England), in the Russian Federation and in the United States of America Student Name: Irina Petrova Student ID: 3089016 Course Name: Master of Music Education (Research) Year of submission: 2005 Program: 2396 Supervisor: Assoc. Prof. Robert Walker Research Topic: Comparative Study of Music Curricula Ethics approval: No. 04 2 080 THE UNIVERSITY OF NEW SOUTH WALES Thesis/Dissertation Sheet Surname or Family name: Petrova First name: Irina Abbreviation for degree as given in the University calendar: MMusEd School: Music and Music Education Faculty of Arts and Social Sciences Title: A Comparative Study of Primary/ Elementary School Music Curricula in Australia (NSW), in the UK (England), in the Russian Federation and in the United States of America Abstract 350 words maximum: In different countries, the music curricula for primary/ elementary school children has been influenced by many diverse factors including a number of progressive educational practices and a variety of psychological theories. This research gives a detailed analysis of a number of primary/ elementary school programs for general music in Australia (New South Wales, i.e. NSW), in the UK (England), in the Russian Federation and in the United States of America. The research aims to find out to what extent music education in different countries is based on or follows psychological theories of child development and progressive educational practices. Firstly, to acquire an adequate understanding of child education this research examines the philosophical roots of primary/ elementary education and a set of psychological ideas of Piaget and Vigotsky about the nature of children and the nature of knowledge. This provides insight of how children learn (the nature of learning) and the role of the teacher in learning music. Secondly, the research examines the musical content of the syllabae (the nature of subject). It critically compares the following components of curricula and syllabae: philosophy, objectives and contents including musical concepts, activities and music repertoire. This is then subjected to further analysis examining these contents in relation to theories of child development (Piaget and Vigotsky) and traditional and progressive educational practices (where it is applicable). Finally, a questionnaire is aimed at primary school teachers in NSW. These teachers are generalist teachers, there are no specialist music teachers employed as such in public primary schools in NSW. Music is taught in the NSW primary schools by class teachers. The problem is that NSW university faculties of education do not train music teachers as specialists at primary level. They only train generalist teachers. In other countries the situation is different. There are music specialists in the USA, UK and Russia teaching in primary schools. There are also such teachers in primary schools in Queensland, SA, Victoria, and WA and there are some in NSW. The questionnaire was, therefore, designed to enquire into the specific situation in NSW. Finally, issues of further investigation and research of curricula and syllabae in the primary/ elementary school are outlined. Declaration relating to disposition of project thesis/dissertation I hereby grant to the University of New South Wales or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University libraries in all forms of media, now or here after known, subject to the provisions of the Copyright Act 1968. I retain all property rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this theses or dissertation. I also authorise University Microfilms to use the 350 word abstract of my thesis in dissertation Abstracts International (this is applicable to doctoral theses only). …………………………………. ………………………………….. …………………………….. Signature Witness Date University recognises that there may be exceptional circumstances requiring restrictions on copying or conditions on use. Requests for restrictions for period of up to 2 years must be made in writing to the Registrar. Requests for a longer period of restriction may be considered in exceptional circumstances if accompanied by a letter of support from the Supervisor or Head of School. Such requests must be submitted with the thesis/ dissertation. FOR OFFICE USE ONLY Date of completion of requirements for Award: Registrar and Deputy Principal THIS SHEET IS TO BE GLUED TO THE INSIDE FRONT COVER OF THE THESIS Contents of Research Statement of topic …………………………………………………………. 3 Aims of the thesis …………………………………………………………... 4 Chapter 1 Philosophical roots to primary education ………………………… 5 Child cognitive development …………………………………….. 16 Traditional and progressive approaches to education ……………. 27 Chapter 2 Curricula and syllabae in the primary/ elementary school • Brief description and summary of research findings in tables and figures …………………………………………………………… 36 Chapter 3 Curricula and syllabae in the primary/ elementary school • Discussion - the primary/ elementary school music curriculum (discussion includes an examination of the primary/ elementary school contents in relation to theories of child development (Piaget and Vygotsky) and progressive educational practises ….. 106 • A comparison of the components of curricula and syllabae Philosophy …………………………………………………… 119 Objectives ……………………………………………………. 132 Content 1. Musical concepts ………………………………. 145 2. Activities and techniques ……………………… 153 3. Musical content/ repertoire ……………………. 178 Chapter 4 Introduction to the statistical analysis of Survey of Primary School Teachers in the NSW ………………………………………………... 191 Chapter 5 Analysis of the primary school teachers’ survey ……………………... 201 Chapter 6 Issues of further investigation and research of curricula and syllabae in the primary/ elementary school …………………………………….. 249 Bibliography ………………………………………………………………….. 256 Appendix A …………………………………………………………………... 267 2 Statement of topic In different countries, the music curricula for primary/ elementary school children has been influenced by many diverse factors including a number of progressive educational practices and a variety of psychological theories. This research will attempt to give a detailed analysis of a number of primary/ elementary school programs for general music in Australia (New South Wales, i.e. NSW), in the UK (England), in the Russian Federation and in the United States of America. The research aims to find out to what extent music education in different countries is based on or follows psychological theories of child development and progressive educational practices. The research will provide insight into three aspects of music education. These are: how children learn (the nature of learning); whether or not music education should be based on the structure of music (the nature of subject); and the role of the teacher in learning music. The syllabae of many countries are based on the belief that music has a significant place and purpose in primary education because music is a part of cultural heritage. As part of culture, music can make its own contributions to enrich the life of the home, the school and the community. Music is a vehicle that helps to develop children’s emotional and aesthetic interests. It fulfils a deep emotional need and caters for a variety of moods. One of the aims of school curricula should be to provide those experiences and activities that will help to nourish the child’s emotional needs. Music is a source of activity which allows the child to enjoy life and become a happier and more complete person. Through performing, listening and composing, or a combination of these activities, music is a medium for self-expression. Music provides a field of action which needs a curriculum suited to the child’s cognitive and physical capacities (Elkind, 1976, p.218). Moreover, a variety of musical instruments may accommodate a variety of individual differences and interests. Thus, general musical abilities include the development of knowledge and understanding of music, and the child’s emotional and aesthetic interests. They also include skills in all spheres of music creation as performers, listeners, composers or conductors. By comparing the general music syllabae from the listed countries, this research will reveal the aspects each country emphasises or regards as a priority for the 3 development of a comprehensive music curriculum. It will also study their foundations and influences and their strengths and weaknesses. Aims of the thesis Barrow (1984) states that for curriculum research, non-empirical issues, such as “examination of what ought to go on in schools”, and empirical issues, such as “what does go on, why it does, and how it does” are equally important (p.7). Therefore, the non-empirical part of this research is an examination of the musical content of primary/ elementary school syllabae from the NSW, UK (England), Russian Federation and USA and their critical comparison. This is then subjected to further analysis examining the contents in relation to Piaget’s and Vygotsky’s theories of child development and traditional and progressive educational practices. For the empirical part of the research, there is a questionnaire, which is designed to inquire into the specific situation in the NSW and is aimed at primary school teachers. I investigated
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