Relevant bibliographies by topics / Music teachers in Australia

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Music teachers in Australia'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Music teachers in Australia"

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Gifford, Edward F. "An Australian Rationale for Music Education Revisited: A Discussion on the Role of Music in the Curriculum." British Journal of Music Education 5, no. 2 (July 1988): 115–40. http://dx.doi.org/10.1017/s0265051700006471.

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One of the outcomes of the National Music Administrators' Conference held in Brisbane, Australia, in 1980 was a ‘Rationale for Music Education’ in Australian schools. This paper uses this Rationale as a stimulus for the discussion of the role of music in the curriculum. The issues raised here are neither new nor distinctively Australian. However, an attempt has been made to evaluate critically what Eisner would categorise as the ‘contexturalist’ and ‘essentialist’ justification for music in education. In an age of accountability and timetable restraints, teachers and administrators must explai
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Temmerman, Nita. "An investigation of undergraduate music education curriculum content in primary teacher education programmes in Australia." International Journal of Music Education os-30, no. 1 (November 1997): 26–34. http://dx.doi.org/10.1177/025576149703000104.

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Primary school music experiences have been shown to impact not only on future adult attitudes to, but also interest and participation in music. Unfortunately, the current policy and practice of music in primary schools is still perceived to be unsatisfactory. According to teachers this can be attributed in the main to their undergraduate university training in music education. Music educators have a key role to play in breaking the apparent current cycle of unsatisfactory (or no) music practice at the primary school level. This paper investigates what curriculum content is currently included i
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Russell-Bowie, Deirdre. "Teachers need help: Primary music education in Australia." Set: Research Information for Teachers, no. 2 (August 1, 1998): 1–4. http://dx.doi.org/10.18296/set.0854.

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Temmerman, Nita. "The Philosophical Foundations of Music Education: The Case of Primary Music Education in Australia." British Journal of Music Education 8, no. 2 (July 1991): 149–59. http://dx.doi.org/10.1017/s0265051700008251.

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Primary music education programme development and implementation is founded on philosophical beliefs about the purpose of music education.Primary classroom teachers who ultimately have responsibility for development and implementation of the music education programme formulate their philosophical beliefs about the purpose of music education based on a multitude of variables. Whilst their own past music experiences and education assume significance in the formation of a music education philosophy, the primary music curriculum documents provided by education authorities constitute an important s
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Garvis, Susanne. "Beginning generalist teacher self-efficacy for music compared with maths and English." British Journal of Music Education 30, no. 1 (November 26, 2012): 85–101. http://dx.doi.org/10.1017/s0265051712000411.

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In 2008, 201 beginning generalist teachers throughout Queensland, Australia, responded to a questionnaire intended to create a snapshot of current self-efficacy beliefs towards teaching music. Beginning teachers were asked to rank their perceived level of teacher self-efficacy for music, English and maths. Results were analysed through a series of repeated measures ANOVAs to compare the mean scores for statistical difference. Findings suggest that generalist beginning teacher self-efficacy for music declines as years of teaching experience increase, while teacher self-efficacy for English and
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Waters, Megan. "The perceived influence of the one-on-one instrumental learning environment on tertiary string students’ perceptions of their own playing-related discomfort/pain." British Journal of Music Education 37, no. 3 (August 26, 2020): 221–33. http://dx.doi.org/10.1017/s0265051720000236.

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AbstractThis article draws on qualitative data collected over a five-year period as part of a longitudinal mixed methods research project at a tertiary music institution in Australia. Forty tertiary string students consistently identified factors specific to the one-on-one instrumental teaching environment as influencing their perceptions as to the nature and causes of their playing-related discomfort pain. Student perceptions of individual teacher’s attitudes to pain and injury, experiences with regards to asking and receiving advice and the perceived influence of the first instrumental teach
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Cain, Melissa. "Musics of ‘The Other’: Creating musical identities and overcoming cultural boundaries in Australian music education." British Journal of Music Education 32, no. 1 (February 23, 2015): 71–86. http://dx.doi.org/10.1017/s0265051714000394.

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The binary opposition between ‘own music’ and ‘other's music’ is the ‘result of deep conditioning’ (Drummond, 2010, p. 118) and is almost impossible to overcome.By exploring the underlying constructs that influence students’ and teachers’ perceptions of minority cultures and their musics, this paper explores the notion of ‘the other’ in Australian music education. In particular, how the many factors which play a role in cultural identity serve to both promote and prevent musical understanding and appreciation. An examination of Australian multicultural policy and music curriculum documents in
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Silsbury, Elizabeth. "Tertiary Music Education in Australia." British Journal of Music Education 5, no. 2 (July 1988): 173–80. http://dx.doi.org/10.1017/s0265051700006513.

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During the Whitlam years, tertiary education burgeoned in Australia. Colleges of Advanced Education, most of them transformed Teachers' Colleges and unconvinced that their coaches would not turn out to be pumpkins after all, sprang up and/or expanded in city and country districts in all states. A national study carried out in 1977 showed that tertiary music and music education was everywhere healthy and in some places flourishing. In 1980 the Razor Gang went on a surgical rampage, perpetrating amalgamations in the name of economy on the GAEs, and forcing many of them into alliances as unwieldy
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Garvis, Susanne. "What is going on in early years music planning? A study of early years teachers' weekly plans." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 122–26. http://dx.doi.org/10.1177/183693911203700216.

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ARTS EDUCATION IS AN Important element of the early years curriculum. Children first learn to express themselves through the arts (dance, drama, media, visual arts and music). Furthermore, numerous studies provide evidence that quality learning experiences in the arts contribute in significant ways to social success and impact positively on a child's academic achievement and long-term education. In Australia, early years teachers are expected to teach arts education. This study explored the weekly planning of 76 early years teachers across kindergartens, preparatory classes and Years 1, 2 and
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Burke, Harry. "Marching backwards into the future: the introduction of the English creative music movement in state secondary schools in Victoria, Australia." British Journal of Music Education 31, no. 1 (September 2, 2013): 41–54. http://dx.doi.org/10.1017/s0265051713000235.

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In 1910, Victoria established an elite form of state secondary education that remained essentially unchanged until the introduction of a progressive curriculum during the late 1960s. This radical and voluntary curriculum introduced child-centred learning and personal development skills to state secondary schools. Many state secondary music teachers took advantage of the reform and introduced the English creative music movement (Rainbow, 1989). As music teachers were unfamiliar with progressive education they would require extensive retraining. Continual disruption to state secondary education
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Dissertations / Theses on the topic "Music teachers in Australia"

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Sutcliffe, Sarah, and n/a. "An investigation into the most significant influences on the way beginning teachers incorporate music into their primary classrooms." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061109.113339.

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The aim of this study was to identify the significant influences that effect the way beginning teachers in the A.C.T. incorporate music into their primary classrooms. Twenty-eight teachers from 23 different schools were interviewed in this study. These teachers were chosen on the basis that they were beginning teachers (teachers who were in their first, second or third year of teaching) and had graduated from the University of Canberra from 1988 to 1990. The teachers were interviewed over a 7 week period in Term 4 of 1990. The interview schedule incorporated aspects of a questionnaire and an i
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au, fino@westnet com, and Helen Stone. "Specialist Teachers and Curriculum Reform in a Western Australian Primary School in 2002 A Comparative Study of Specialist Music, Health and Physical Education, and Languages-Other-Than-English Teaching Professionals." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070427.125141.

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This thesis details research on the first phase of curriculum reform (1999–2004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum
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Stone, Helen. "Specialist teachers and curriculum reform in a Western Australian primary school in 2002 : a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals /." Stone, Helen (2006) Specialist teachers and curriculum reform in a Western Australian primary school in 2002: a comparative study of specialist music, health and physical education, and languages-other-than-English teaching professionals. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/350/.

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This thesis details research on the first phase of curriculum reform (1999-2004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum
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Smart, Bonnie Jane. "Leon Caron and the music profession in Australia." Connect to thesis, 2003. http://repository.unimelb.edu.au/10187/1427.

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Leon Francis Victor Caron (1850-1905) was one of the major figures in Australian nineteenth-century opera and orchestral circles. He was a well-known and well-liked public figure, regarded with respect and affection by musicians and audiences alike. Little has been written concerning Caron’s career. Given the amount he contributed to the Australian stage, an assessment of his importance within the music profession is warranted. Most areas of Caron’s life are, as yet, totally unexplored; it falls outside the ambit of this thesis to present every detail pertaining to his varied and extensive mus
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Cain, Timothy. "Mentoring trainee music teachers." Thesis, University of Southampton, 2006. https://eprints.soton.ac.uk/192637/.

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This study analyses the relationships between Secondary school music trainee teachers and the mentors who are primarily responsible for training them to teach music. The methodology was an in-depth collective case study of a sample of trainee music teachers and their mentors, adopting primarily the methods of non-participant observations and interviews. The study is located within a review of pertinent theories of mentoring and an analysis of empirical research. This analysis compares studies of ITT mentoring in different contexts, and demonstrates that, despite the diversity of mentoring prac
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Luckman, Susan Heather. "Party people : mapping contemporary dance music cultures in Australia /." [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16686.pdf.

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Morrow, Guy Richard. "Managerial creativity a study of artist management practices in the Australian popular music industry /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/42648.

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Thesis (PhD)--Macquarie University, Division of Humanities, Department of Contemporary Music Studies, 2006.<br>Bibliography: p. 377-385.<br>Introduction -- Literature review, discussion of methodologies and research orientation -- "20% of nothing": Australian rock music management -- Australian country music management -- Australian pop music management: the third party -- Conclusion: managerial creativity.<br>Artist managers 'create' careers for musicians, yet little has been written about their creativity in the academic domain. Thus this thesis develops the notion of managerial creativity.
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Whitehead, Kay. "Women's 'life-work' : teachers in South Australia, 1836-1906 /." Title page, abstract and contents only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phw592.pdf.

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Sharplin, Elaine Denise. "Quality of worklife for rural and remote teachers : perspectives of novice, interstate and overseas-qualified teachers." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0211.

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[Truncated abstract] It is essential to attract, recruit and retain quality teachers in rural and remote schools for provision of quality education to rural and remote students. A robust body of research confirms that teacher quality contributes to quality of education (Darling-Hammond, 2000; Hay McBer, 2000; Kaplan & Owings, 2002; OECD, 2002; Ramsay, 2000). Staffing histories of rural and remote schools identify persistent difficulties in recruiting and retaining teachers, but previous research has failed to address the experiences and perspectives of rural and remote teachers from the earlie
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Hocking, Rachel School of Music &amp Music Education UNSW. "Crafting connections: original music for the dance in Australia, 1960-2000." Awarded by:University of New South Wales. School of Music and Music Education, 2006. http://handle.unsw.edu.au/1959.4/27289.

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This thesis documents the artistic connections made between composers and choreographers in Australia during the period 1960-2000. These 40 years saw a growth in the establishment of dance companies, resulting in many opportunities for composers to write original music for original dance works. The findings of original dance-music are tabulated in an extensive database giving details of 208 composers and over 550 music compositions written specifically for dance. Examples of choreographer and composer collaborative relationships and attitudes to each other???s artforms are discussed. Further e
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Books on the topic "Music teachers in Australia"

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Jamieson, Ronda. What harmony is this?: 75 years of the Music Teachers' Association in Western Australia. Western Australia: West Australian Music Teachers' Association, 1986.

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Jamieson, Ronda. What harmony is this?: 100 years of the Music Teachers' Association in Western Australia 1910-2010. Victoria Park, WA: West Australian Music Teachers' Association, 2010.

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Jamieson, Ronda. What harmony is this?: 100 years of the Music Teachers' Association in Western Australia 1910-2010. Victoria Park, WA: West Australian Music Teachers' Association, 2010.

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Australian Association for Research in Music Education. Conference. Music education research & development for a new millennium: Proceedings of the XX Annual Conference, 26 September-29 September, 1998, School of Music, The University of Western Australia. Sydney: AARME, 1998.

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Wilson, Rita M. Ruby Davy, academic and artiste: A biography of Dr. Ruby Davy, Mus. Doc.; Mus. Bac.; A.M.U.A., F.T.C.L., L. Mus. T.C.L., A. Mus. T.C.L., F.V.C.M., L. Eloc. L.C.M., A. Eloc. L.C.M. Australia's first woman Doctor of Music. Salisbury, S. Aust: Salisbury and District Historical Society, 1995.

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Froehlich, Hildegard C., and Gareth Dylan Smith. Sociology for Music Teachers. Second edition. | New York ; London : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315402345.

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Kerry, Gordon. New classical music: Composing Australia. Sydney: UNSW Press, 2009.

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Kerry, Gordon. New classical music: Composing Australia. Sydney: UNSW Press, 2009.

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New classical music: Composing Australia. Sydney: UNSW Press, 2009.

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Kevin, Hince, ed. Industrial relations and state education in Australia. Melbourne: AE Press, 1986.

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Book chapters on the topic "Music teachers in Australia"

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Webb, Michael, and Clint Bracknell. "Educative Power and the Respectful Curricular Inclusion of Aboriginal and Torres Strait Islander Music." In The Politics of Diversity in Music Education, 71–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_6.

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AbstractThis chapter argues for the full, respectful curricular inclusion of Aboriginal and Torres Strait Islander music in order to promote a more balanced and equitable social and cultural vision of the nation-state in Australian schools. It challenges views that claim Indigenous cultures have been irretrievably lost or are doomed to extinction, as well as the fixation on musical authenticity. We propose that the gradual broadening of Indigenous musical expressions over time and the musical renaissance of the new millennium have created an unprecedented opportunity for current music educators to experience the educative power of Aboriginal and Torres Strait Islander music. This means that culturally nonexposed music teachers can employ familiar musical-technical approaches to the music even as they begin to more fully investigate the music’s cultural-contextual meanings. The chapter considers issues that impinge on the music’s educative power, especially those relating to its definition, its intended audiences, and pedagogies. It aims to help clear the way for the classroom to become an environment in which students can sense the depth and vitality of contemporary Australian Indigenous music.
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Power, Anne. "Transformations in Arts-Based Service Learning: The Impact of Cultural Immersion on Pre-service Teachers’ Attitudes to Australian Aboriginal Creative Music-Making." In Engaging First Peoples in Arts-Based Service Learning, 147–58. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22153-3_10.

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Marsh, Kathryn, Catherine Ingram, and Samantha Dieckmann. "Bridging Musical Worlds: Musical Collaboration Between Student Musician-Educators and South Sudanese Australian Youth." In Visions for Intercultural Music Teacher Education, 115–34. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21029-8_8.

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Reid, Carol, Jock Collins, and Michael Singh. "Global Teachers’ Pathways to Australia." In Global Teachers, Australian Perspectives, 65–83. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-36-9_4.

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Lingard, Bob. "Changing Teachers’ Work in Australia." In Rethinking Educational Practice Through Reflexive Inquiry, 229–45. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0805-1_16.

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Reid, Carol, Jock Collins, and Michael Singh. "Immigrant Teachers in Australia: Quantitative Insights." In Global Teachers, Australian Perspectives, 35–64. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-36-9_3.

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Miller, Terry E., and Andrew Shahriari. "Oceania: Australia, Papua New Guinea, Hawai’i, Kiribati." In World Music, 57–80. Fifth edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780367823498-4.

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Reid, Carol, Jock Collins, and Michael Singh. "Global Teachers Living and Teaching in Australia." In Global Teachers, Australian Perspectives, 123–34. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-36-9_7.

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Mateiro, Teresa. "Preparing Music Teachers in Brazil." In Educating Music Teachers for the 21st Century, 147–74. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-503-1_7.

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Hogan, Anna, and Bob Lingard. "Teachers’ perceptions of commercialisation in Australian public schools." In Flip the System Australia, 19–29. Abingdon, Oxon; New York, NY : Routledge, [2019]: Routledge, 2018. http://dx.doi.org/10.4324/9780429429620-4.

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Conference papers on the topic "Music teachers in Australia"

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Chen, Junyi. "On the Expectation of Music Teachers in Music Psychology Education." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.110.

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Hodijah, Siti, and Leli Kurniawati. "Teachers’ Understanding on Music for Early Childhood." In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.034.

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Ngwenya, Elkana. "Sunday school-work times of teachers in Tasmania, Australia." In 2010 4th International Conference on Distance Learning and Education (ICDLE). IEEE, 2010. http://dx.doi.org/10.1109/icdle.2010.5606022.

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Swift, Ben, Henry Gardner, and Alistair Riddell. "Engagement networks in social music-making." In the 22nd Conference of the Computer-Human Interaction Special Interest Group of Australia. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1952222.1952244.

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Komulainen, Sari, Minna Karukka, and Jonna Häkkilä. "Social music services in teenage life." In the 22nd Conference of the Computer-Human Interaction Special Interest Group of Australia. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1952222.1952303.

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Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.

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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, wi
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Nadyrova, Damilya. "Enactivism And Embodied Cognition In Education Of Music Teachers." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.69.

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Nettamo, Esa, Mikko Nirhamo, and Jonna Häkkilä. "A cross-cultural study of mobile music." In the 20th conference of the computer-human interaction special interest group (CHISIG) of Australia. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1228175.1228193.

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Grkić Ginić, Jelena. "Student Teachers’ Music Competences Acquired in Initial Class Teacher Education." In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.204g.

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Zhou, Zhenyu, and Yana Levchnko. "CONTINUING EDUCATION OF MUSIC ART TEACHERS IN THE PR CHINA." In Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-571-89-3_30.

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Reports on the topic "Music teachers in Australia"

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal o
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that w
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that w
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