The Victorian Curriculum Requires a Balance of Formal and Informal Learning: Curriculum and Pedagogical Considerations in Music Education

Autor/in	Crawford, Renée
Titel	The Victorian Curriculum Requires a Balance of Formal and Informal Learning: Curriculum and Pedagogical Considerations in Music Education
Quelle	In: Australian Journal of Music Education, 51 (2017) 2, S.29-45 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9484
Schlagwörter	Foreign Countries; Informal Education; Music Education; Curriculum Evaluation; Comparative Analysis; Outcomes of Education; Authentic Learning; Educational Policy; Educational Philosophy; Elementary Secondary Education; Teaching Methods; Learning Strategies; Australia + Suchen Sie Ihr Suchwort? Ausland; Informelle Bildung; Nichtformale Bildung; Musikerziehung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Lernleistung; Schulerfolg; Politics of education; Bildungspolitik; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Australien
Abstract	Musical Futures is an informal approach to music education that was introduced into Australia as part of a pilot project in 2010. It is described as a "100% practical approach" (Musical Futures Australia, 2016a) that, "can be easily be tailored work in conjunction with any existing or future Australian music curricula" (Musical Futures, 2016b). Given the recent introduction of the Victorian Curriculum, it is timely to consider if this completely informal approach and the curriculum align through a comparative analysis. The role of a curriculum framework is to provide clearly defined learning outcomes that can be assessed to measure achievement learning levels or standards across a learning continuum. In 2017 the Victorian Curriculum F-10 replaced the AusVELS framework, the new curriculum "incorporates the Australian Curriculum and reflects Victorian standards and priorities" (Victorian Curriculum and Assessment Authority (VCAA), 2016a). Using a constructivist framework that draws on Elliott's praxial philosophy of music education and development of musicianship (1995, 2005) a comparative curriculum analysis will determine to what extent an informal learning approach can meet curriculum requirements. The resource and policy documents "Musical Futures: An Approach to Teaching and Learning" (D'Amore, 2009) and the "Victorian Curriculum - Music Years 7-10" (VCAA, 2016b) are used for analysis, and are the basis for outlining the associated curriculum and pedagogical considerations necessary for educators and curriculum authorities. (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