Enabling Tailored Music Programs in Elementary Schools: An Australian Exemplar

Autor/inn/en	McFerran, Katrina Skewes; Crooke, Alexander Hew Dale
Titel	Enabling Tailored Music Programs in Elementary Schools: An Australian Exemplar
Quelle	In: Journal of Education and Training Studies, 2 (2014) 4, S.138-147 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Music Education; Elementary Schools; Case Studies; Musical Instruments; Disadvantaged Schools; Disadvantaged Youth; Foreign Countries; School Policy; Immigrants; Interviews; Parents; Teacher Attitudes; Principals; Attitude Measures; Music Teachers; Qualitative Research; Student Attitudes; Parent Attitudes; Administrator Attitudes; Australia + Suchen Sie Ihr Suchwort? Musikerziehung; Elementary school; Grundschule; Volksschule; Case study; Fallstudie; Case Study; Musikinstrument; Benachteiligter Jugendlicher; Ausland; Schulpolitik; Immigrant; Immigrantin; Immigranten; Interviewing; Interviewtechnik; Eltern; Lehrerverhalten; Principal; Schulleiter; Music; Teacher; Teachers; Musiklehrer; Qualitative Forschung; Schülerverhalten; Elternverhalten; Australien
Abstract	Participation in meaningful school music programs is the right of all children. Although music education is widely supported by policy, significant gaps exist in practice in most developed Western countries. These gaps mean the extrinsic and intrinsic benefits associated with participation in tailored programs are not equally available to all learners. School leaders have a critical role to play in determining the degree to which appropriate music programs are resourced in their schools and serve as both gate-keepers and enablers of these opportunities. The exemplary case study reported in this article describes a unique program that makes an interesting and complete contribution to knowledge. A string ensemble program in a socio-economically disadvantaged school provided "great opportunities to study music" that were "fun" and "calming" because of the "encouraging" approach adopted by teachers, except in relation to performances, which were "nerve-wracking". Learners, parents, teachers and leadership were all "proud" of the achievements of these young people, who often struggled in other academic areas and had escaped considerable trauma in their home countries. The results suggest that relevant music programs are not necessarily tied to a particular genre of music, but rather to the ways in which leaders and facilitators identify whether extrinsic or intrinsic benefits should be targeted and then tailor program designs to meet those needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01