Experiences and Understandings: Student Teachers' Beliefs about Multicultural Practice in Music Education

Autor/inn/en	Joseph, Dawn; Southcott, Jane
Titel	Experiences and Understandings: Student Teachers' Beliefs about Multicultural Practice in Music Education
Quelle	In: Australian Journal of Music Education, (2010) 2, S.66-75 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9484
Schlagwörter	National Curriculum; Student Teachers; Music Education; Interviews; Cultural Pluralism; Foreign Countries; Music Teachers; Student Teacher Attitudes; Demography; Cultural Awareness; National Standards; Art Education; Social Influences; Aesthetics; Teaching Methods; Phenomenology; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Musikerziehung; Interviewing; Interviewtechnik; Kulturpluralismus; Ausland; Music; Teacher; Teachers; Musiklehrer; Demografie; Cultural identity; Kulturelle Identität; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Sozialer Einfluss; Ästhetik; Teaching method; Lehrmethode; Unterrichtsmethode; Phenomenological psychology; Phänomenologie; Psychologie; Australien
Abstract	In this time of national curriculum re-thinking, tertiary institutions are positioned to create opportunities amongst pre-service teachers for the cultivation of knowledge, skills and understandings concerning cultural diversity in music education. The demographic profile of the State of Victoria is the most culturally diverse in Australia and the curriculum framework for schools, Victorian Essential Learning Standards (VELS), mandates multiculturalism as an integral part of the education. The Arts domain offers a range of suggestions as to how school students might develop an awareness of aesthetic and critical aspects of arts works from varied cultural, social, and historical contexts. In preparing pre-service teachers to embrace these ideas and understandings, tertiary educators continue to face a mismatch between curricular expectations and the realities of the school music classroom. In 2005 we began a research project that sought to explore fourth year pre-service music education students' understandings about curriculum constraints and classroom practices in music education. This article focuses on the data collected in 2008 and 2009 from students from Deakin and Monash Universities. The semi-structured interviews were analyzed using Interpretative Phenomenological Analysis. The findings revealed a disjuncture between VELS and what our students found during their school placements. This study reports on two themes: perceptions of multiculturalism and the teaching and learning of multicultural music in schools. As tertiary music educators, we endeavor to encourage our student teachers to examine their own experiences and understandings in multicultural music. (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	2017/4/10