A Snapshot: Multicultural Music Teaching in Schools in Victoria, Australia, Portrayed by School Teachers

Autor/in	Nethsinghe, Rohan Nishantha
Titel	A Snapshot: Multicultural Music Teaching in Schools in Victoria, Australia, Portrayed by School Teachers
Quelle	In: Australian Journal of Music Education, (2012) 1, S.57-70 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9484
Schlagwörter	Cultural Pluralism; Teaching Methods; Music Education; Foreign Countries; Educational Background; Multicultural Education; Online Surveys; Teacher Attitudes; Performance Factors; Educational Practices; Educational Resources; Feedback (Response); Expertise; Australia + Suchen Sie Ihr Suchwort? Kulturpluralismus; Teaching method; Lehrmethode; Unterrichtsmethode; Musikerziehung; Ausland; Vorbildung; Multikulturelle Erziehung; Lehrerverhalten; Leistungsindikator; Bildungspraxis; Bildungsmittel; Expert appraisal; Australien
Abstract	Due to the changing demographic factors and as demanded by the governmental policies and regulations, schools in Victoria, Australia, are expected to foster multicultural educational programs that address the diverse needs of students. Research has found that school teachers in Victoria struggle to provide the aspired to multicultural education for pupils, especially in the area of music education. An online survey was conducted to identify the reasons for this and to provide a snapshot of the current situation in Australian schools. This survey found that, as many teachers do not possess appropriate knowledge, resources and educational background, artists in residence are often invited to teach multicultural music in schools as an alternative strategy. The participant teachers identified the involvement of these culture/tradition bearers as the most authentic method to teach world music and their presence in schools as the most accessible resource and more engaging approach for students. This study explores how governmental regulations and policies, including curriculum frameworks that address multiculturalism and multicultural (music) education, effect current practices in Victorian schools. The voices of teachers at the "chalk face" are rarely heard in such discussion and this survey attempted to address this hiatus. (Contains 5 figures and 2 footnotes.) (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