Australian Journal of Teacher Education
Abstract
The purpose of this paper is to share teacher practice in the inclusion and delivery of music education experiences for children, to inform teacher education and to guide professional learning. It draws on a larger investigation into the music activities delivered by three primary school classroom (generalist) teachers in Victoria, Australia. There is a gap in the literature regarding the music activities and experiences facilitated by teachers in day-to-day classroom learning. The case study investigation inquired into the content, pedagogy, planning and the place of music activities provided to children aged six to eleven. Teacher education is addressed in this paper primarily through the sharing of teacher practice evident in the findings of the investigation. The discussion highlights specific pedagogical approaches that support the positive and in-depth integration of music into other key learning areas (disciplines) in the curriculum. The investigation findings are relevant for in-service or pre-service generalists, in Australia and internationally; particularly those who experience a lack of confidence in delivering music education. The use of the integrated music pedagogical approach, and the participants’ reflections about the important place of music education experiences in daily teaching, provide a valuable snapshot of music as an essential part of primary school learning.
Recommended Citation
King, F. (2018). Music Activities Delivered by Primary School Generalist Teachers in Victoria: Informing Teaching Practice. Australian Journal of Teacher Education, 43(5). https://doi.org/10.14221/ajte.2018v43n5.4
Included in
Elementary Education Commons, Elementary Education and Teaching Commons, Music Education Commons, Music Pedagogy Commons