Music in the Australian Arts Curriculum: Social Justice and Student Entitlement to Learn in the Arts

Autor/inn/en	Lorenza, Linda; Baguley, Margaret; Kerby, Martin
Titel	Music in the Australian Arts Curriculum: Social Justice and Student Entitlement to Learn in the Arts
Quelle	In: Australian Educational Researcher, 48 (2021) 5, S.857-872 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lorenza, Linda) ORCID (Baguley, Margaret) ORCID (Kerby, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-021-00490-4
Schlagwörter	Music; Ethnography; Administrator Role; Art Education; Curriculum Development; National Curriculum; Music Education; Specialists; Cooperation; Elementary School Teachers; Secondary School Teachers; Teaching Methods; Social Justice; Foreign Countries; Access to Education; Australia + Suchen Sie Ihr Suchwort? Musik; Ethnografie; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Musikerziehung; Co-operation; Kooperation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Ausland; Access; Zugang; Bildungszugang; Australien
Abstract	This paper explores the role of the Senior Project Officer: The Arts for the Australian Curriculum Assessment Reporting Authority (ACARA) in facilitating the writing of the foundation "Shape of the Australian Curriculum: The Arts" (2011) paper for the national curriculum, with a particular focus on the discipline area of music. The collaboration between the five arts specialists was underpinned by an acknowledgement that each Australian student was entitled to a high-quality arts education involving each of the five arts forms of Dance, Drama, Media Arts, Music and Visual Arts. As it was for the other arts forms, the music curriculum needed to cater simultaneously for music specialists, primary generalist teachers and secondary teachers across a variety of school contexts. This balancing act was further problematised by that fact that each of the States and Territories adhered to particular approaches to music education that were often incompatible. The researchers have used a Collaborative Autoethnography approach (CAE) to explore the Senior Project Officer's experiences with the arts, particularly music at school, and her later involvement in the arts through her professional career with a focus on the role of the Senior Project Officer: The Arts. Two major themes emerged from the CAE: the impact of schooling experiences and diversity in pedagogical approaches. These themes highlighted the social justice principles of equity and accessibility which underpin the "Australian Curriculum: The Arts." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01