Faculty of Education - Theses

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End date: 2013 × Type: PhD thesis × Subject: music ×

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    The impact and local implementation of standards-based music curriculum policy frameworks and music education programs for students with disabilities and impairments in Victoria: a qualitative evaluation
    Farrell, Helen Jane ( 2006-11)
    This study is in response to national, state and local curriculum issues. Curriculum work is taken to embrace curriculum research and theory, and curriculum development and implementation. This study is a critical reflection on current curriculum work as a day-to-day experience. This study is about the impact and local implementation of standards-based curriculum frameworks for students with disabilities and impairments. The focus is to develop an improved understanding of the extraordinary complexities that encompass standards-based music curriculum policy frameworks for these students in the State of Victoria. For most people, a better understanding of these extraordinary complexities may much reduce fear, unease and distrust. The phenomenon would seem logical. This study explores ways in which public curriculum policy is developed and implemented in modern societies like Australia. This study is a critical reflection on moves to change curriculum, curriculum policy framework initiatives and the institutional contexts that shape the impact and implementation of curriculum. Public curriculum policy formation is challenged by competing pressures and limitations including an increasing emphasis on ‘partnerships’ and ‘networking’. There are difficulties and complex challenges to ensure that all students share in the benefits.
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    "A terrible honesty": the development of a personal voice in musical improvisation
    McMillan, Rosalind ( 1996-06)
    Australia mostly with a focus on the performance of African-American music or jazz. In this majority of these the emphasis is on the performance of those styles which were conceived and developed up to the end of the 1950s and the beginning of the free jazz era. However, there is one course which, although it is rooted in African-American music, promulgates the notion that Australian students in the 1990s should endeavour to develop a personal musical “voice”. This is Improvisation Studies, a three year degree program at the Victorian College of the Arts in Melbourne, Australia. This study sought to clarify what was meant by a personal voice by monitoring the development of selected students. Given that the notion of a personal voice as an outcome is a novel one, the study adopted an investigatory discovery-based approach. This required intensive study of selected students on the grounds that the development of a personal voice manifests itself in different ways. A second major purpose of the study was to investigate factors which affected the development of the personal voice. Key factors included the ways in which the VCA course encouraged the development of this voice, as well as the characteristics that students brought to the course and which possibly reflected their musical educational background.