|Published online: June 18, 2014||$US5.00|
The Australian Curriculum on ‘the Arts’ will be implemented across Australia in 2014. This curriculum is expected to replace existing State and Territory curricula where educators are given the opportunity to review, renew, and refresh their practice. Music tertiary educators are faced with opportunities and challenges to effectively prepare and engage pre-service teachers (PSTs) as generalist teachers. This paper focuses on PSTs within the Bachelor of Primary Education course at Deakin University (Melbourne, Australia). Within this course, PSTs undertake two arts units as generalist teachers: in trimester one, they are introduced to music elements and creative music making; in trimester two, they focus on pedagogical issues and classroom implementation. In 2013, I gained ethical permission to undertake a research project titled “Pre-service teacher attitudes and understandings of Music Education”. This case study draws on semi-structured interview data with music lecturers who taught in trimester two at Deakin University in 2013 (ten three-hour workshops). Using interpretative phenomenological analysis, I analyzed and codified the interview data and reported on two themes: ways of teaching and creative music making. This paper also highlights the challenges and opportunities sessional staff face when preparing PSTs in music education as generalist teachers.
|Keywords:||Teacher Education, Music Education, Arts Curriculum, Sessional Teaching|
Senior Lecturer, Faculty of Arts and Education, Deakin University, Melbourne, Victoria, Australia