Teaching Aural Analysis in Senior Secondary Music: NSW Teacher Perspectives and Reflections on Practice

Autor/in	White, Rachel
Titel	Teaching Aural Analysis in Senior Secondary Music: NSW Teacher Perspectives and Reflections on Practice
Quelle	In: Australian Journal of Music Education, 51 (2017) 2, S.58-70 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9484
Schlagwörter	Aural Learning; Music Education; Secondary School Students; Music Teachers; Teacher Attitudes; Foreign Countries; Listening Skills; Teaching Methods; Student Certification; Australia + Suchen Sie Ihr Suchwort? Baugestaltung; Musikerziehung; Sekundarschüler; Music; Teacher; Teachers; Musiklehrer; Lehrerverhalten; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schulzeugnis; Australien
Abstract	This study sought to answer the following question: how is listening being taught in senior secondary music courses in schools across New South Wales (NSW), Australia? In New South Wales, the senior secondary music syllabuses set the expected outcomes for senior secondary students, and list the topics for study from which teachers must select. This affords teachers a degree of freedom regarding the selection of resources and source material. A grounded theory-based multiphase study, which included syllabus and exam paper analysis, was designed to investigate listening pedagogy in senior secondary music teaching. Fourteen teachers were interviewed regarding their approaches, techniques and the resources they used in their classroom, and how they understood and evaluated their students' listening skills. The interviews revealed that these music educators utilised a range of strategies and techniques when teaching analytical listening in the senior secondary music courses. Analysis of the interview data, in conjunction with detailed examination of the music listening literature and the NSW senior secondary Music syllabuses, led to the creation of the 'Systematic-Intuitive Continuum'. This continuum was devised as a means of representing each teacher's description of their pedagogy in relation to the two key influences on the teaching of music listening--the Higher School Certificate Aural written examination, and understandings of how best to develop student musicianship. (As Provided).
Anmerkungen	Australian Society for Music Education. P.O. Box 5, Parkville, Victoria 3052, Australia. Tel: +61-3-9925-7807; e-mail: publications@asme.edu.au; Web site: http://www.asme.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01