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The Provision of Classroom Music Programs to Regional Victorian Primary Schools: a Mixed Methods Study

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The Provision of Classroom Music Programs to Regional Victorian Primary Schools: a Mixed Methods Study THE PROVISION OF CLASSROOM MUSIC PROGRAMS TO REGIONAL VICTORIAN PRIMARY SCHOOLS: A MIXED METHODS STUDY Submitted by Jennifer Heinrich B.Mus Ed. University of Melbourne. A thesis submitted in total fulfillment of the requirements for the degree of Master of Education. Faculty of Education – Bendigo La Trobe University Bundoora, Victoria, 3086 Australia July, 2012. 1 List of Tables ....................................................................................................................... 8 List of Figures ...................................................................................................................... 9 Abstract .............................................................................................................................. 10 Statement of authorship ..................................................................................................... 11 Dedication .......................................................................................................................... 12 Acknowledgements ............................................................................................................ 12 1.0 INTRODUCTION ....................................................................................................... 13 1.1 Introduction .............................................................................................................. 13 1.2 Purpose and significance of study............................................................................ 14 1.3 Background to the study .......................................................................................... 15 1.4 Research Questions .................................................................................................. 15 General research question .......................................................................................... 15 Guiding research questions ........................................................................................ 16 1.5 Mapping the provision of classroom music education ............................................ 17 1.6 What defines a “music teacher”? ............................................................................. 18 1.7 The scope of the study ............................................................................................. 18 1.8 Brief outline of thesis .............................................................................................. 19 1.9 Conclusion ............................................................................................................... 19 2.0 LITERATURE REVIEW ............................................................................................ 20 2.1 Introduction .............................................................................................................. 20 2.2 Music education for children: why provide it? ........................................................ 20 2.2.1 Community attitudes to music education .......................................................... 20 2.2.2 Equality of access ............................................................................................. 21 2.2.3 Does music enhance other areas of study? ....................................................... 22 2.2.4 The effects of music training on brain development ........................................ 26 2.2.5 Music as an aid for students with learning difficulties ..................................... 27 2.2.6 The role of music in enhancing self-concept .................................................... 28 2.2.7 Educating the whole person .............................................................................. 32 2.2.8 Education as vocational training ....................................................................... 33 2.2.9 Educating leaders of the future ......................................................................... 35 2.2.10 Shifting directions in education priorities ....................................................... 36 2.2.11 The role of music in social and emotional education ..................................... 37 2.2.12 The choice of music content ........................................................................... 38 2.2.13 Music for music’s sake ................................................................................... 39 2 2.2.14 The effect of quality teaching on musical educational outcomes ................... 41 2.2.15 Summary ......................................................................................................... 42 2.3 Policy, curriculum and funding................................................................................ 43 2.3.1 Music as a shared component of a general arts learning area ........................... 43 2.3.2 The gap between policy and implementation ................................................... 45 2.3.3 Balance across the key learning areas ............................................................... 47 2.3.4 Literacy and numeracy testing takes time from other subject areas ................. 48 2.3.5 Latest developments: The national curriculum ................................................. 50 2.3.6 Problems with the national curriculum to date ................................................. 51 2.3.7 Should music be mandated?.............................................................................. 54 2.3.8 Funding ............................................................................................................. 56 2.3.9 Summary ........................................................................................................... 57 2.4 Pre-service teacher education .................................................................................. 57 2.4.1 Time dedicated within courses for music/the arts ............................................. 57 2.4.2 Lack of funding ................................................................................................. 59 2.4.3 Arts amalgamation and funding linked to reduced teaching hours................... 60 2.4.4 The importance of previous music/arts experiences bought to teacher education .......................................................................................................................... 61 2.4.5 Reduced time on music study equates to inadequate confidence to teach ........ 62 2.4.6 Specialist versus generalist ............................................................................... 62 2.4.7 What defines a music “specialist” in Victoria? ................................................. 65 2.4.8 The nature of music content in teacher education courses ............................... 66 2.4.9 The issue of geography ..................................................................................... 70 2.4.10 Summary ......................................................................................................... 71 2.5 Conclusion ............................................................................................................... 71 3.0 METHODOLOGY ...................................................................................................... 72 3.1 Introduction .............................................................................................................. 72 3.2 Research Problem .................................................................................................... 72 3.3 Research Questions .................................................................................................. 73 3.3.1 General research question ................................................................................. 73 3.3.2 Guiding research questions ............................................................................... 73 3.4 Guiding paradigm .................................................................................................... 73 3.4.1 Pragmatism ....................................................................................................... 74 3.4.2 Pragmatism and mixed methods ....................................................................... 74 3 3.5 Research approach ................................................................................................... 75 3.5.1 Teacher education ............................................................................................. 75 3.5.2 Surveys for principals and music teachers ........................................................ 75 3.6 Data collection ......................................................................................................... 76 3.6.1 Instrument ......................................................................................................... 76 3.6.2 Sample............................................................................................................... 77 3.6.3 Participants ........................................................................................................ 77 3.7 Research procedure .................................................................................................. 77 3.7.1 Ethical considerations ....................................................................................... 77 3.7.2 Pilot study ......................................................................................................... 78 3.7.3 Administration of the instrument .....................................................................
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