Melbourne Conservatorium of Music - Research Publications
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ItemHidden diversity in the conservatoire: A qualitative enquiry into the experiences of higher education music students with disability(SAGE Publications, 2024)Students undertaking higher education music degrees represent a rich tapestry of experiences, cultures and needs. However, equity and inclusion issues related to music students with disability in higher education are frequently addressed in generic ways, and without consultation or consideration of their unique requirements. With limited research available, this qualitative study within an Australian Conservatorium of Music analysed the experiential and situated reflections of 18 music students with disability. Based on our reflexive thematic analysis, we propose that issues related to equity and inclusion for music students in higher education are multi-faceted and interrelated. By foregrounding the participants’ voice, the qualitative themes suggest that enhancements related to disclosure processes, quality of communication and reliability of resources, would fortify equity and inclusion. The findings span the need for reforms at the institutional level, as well as specific professional development for educators and awareness raising amongst the student cohort. Informed by the participants’ lived experience, the findings call for music educators, professional staff and institutional leaders to effectively apply features of inclusive, caring, professional practices so that music students with disability can thrive in higher education.
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ItemTraining and retaining traditions: The Grainger Wind Symphony(Routledge, 2022-09-22)
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ItemIntroduction: Redefining the field(Taylor & Francis, 2022)
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ItemNo Preview AvailableCreative Pedagogies with Technology: Future Proofing Teaching Training in Music(Springer International Publishing, 2022)In this chapter, the authors will consider the benefits and challenges of enacting creative pedagogical approaches in the tertiary context and examine emerging educational practices about twenty-first century learning and technology. Creativity continues to be a key construct for twenty-first century music education practice and education, incorporating technology that delivers deeper and more profound learning experiences- that paradoxically isolate individual learning yet at the same time provoke reflection, growth, and sustainability. This chapter explores the delivery of a tertiary degree in Music Teaching, specifically addressing the following areas: • Curriculum design, delivery, and assessment, • Entrepreneurial approaches to learning through student centred activity, • Online learning, student access, self-regulation, and self-assessment, • Learning environments (including online and technology-based practice) that mirror global change, capacities, and expectations. Through a combination of annotated examples of teaching practice, selected research, and related theoretical reference, this chapter will propose a range of creative, innovative learning solutions. Importantly, this chapter draws on research undertaken with graduate students after their year of learning during the COVID pandemic and subsequently provides insights into these four areas and their influence on the students’ learning. This is supported by a discussion of a range of teaching approaches and strategies that can be used to foster creativities and shifts in teaching practice.
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ItemDirector perspectives to equity, access, and inclusion in the school jazz ensemble(Frontiers Media SA, 2022-12-20)Arts and culture are increasingly acknowledged as pillars of society in which all of humanity including people who identify as’ LGBTQIA+ can contribute in 21st century society. United Nations and individual country initiatives continue to promote the notion of inclusive, egalitarian values that promote equal access and opportunity to chosen careers and passions. Jazz as an artform has evolved as a form of cultural expression, entertainment, and political metaphor, subject to societal and populist pressures that have created both a canon and popularized history. Jazz education has moved from largely informal to almost wholly formal and institutionally designed methods of learning and teaching. The jazz ensemble or stage band remains an enduring secondary education experience for most students learning jazz today. This qualitative study of music directors investigates their approaches, perspectives and concerns regarding attitudes and practices in the teaching profession, the promoting of inclusive practices, access, and equity, amidst a pervasive masculinized performance and social structure that marginalizes non-male participation. The study provides implications for how jazz education may continue to evolve in both attitude and enlightened access in the education of jazz learners.
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ItemNo Preview AvailableInstrumental music teachers' development of feedback across the lifespan: A qualitative study(SAGE PUBLICATIONS LTD, 2024-02)Feedback is a powerful influence on learning and achievement in the instrumental music lesson, though this impact may render positive as well as negative implications to learning. The impact of feedback is thus foundational to the ways music teachers impart knowledge, skill, planning, reflection, and student motivation. This article provides an analysis of feedback- feed up-feed forward concepts through a musical instruction lens, and reviews evidence related to the impact of feedback given on student learning and achievement. A qualitative investigation of Australian instrumental music teachers working in secondary schools, this study analyses cohorts of novice, developing and expert level teachers, progressing through initial theory-practice constructs, towards development and expertise of personalised and experientially dynamic feedback episodes. Expert level teachers reflect on a wider palette of approaches, with wisdom, passion, and the capacity for accommodating diverse learners and differentiated strategies. Discursive analysis of constructivist and student-centred approaches that infuse with explicit instruction are used to offer implications to how feedback can be used to enhance enduring learning and teaching in instrumental music studios and classrooms. It provides insights into teacher growth, knowledge, and development of instrumental music teachers in the profession across the lifespan.
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ItemNo Preview AvailableFeedback in the instrumental music lesson: A qualitative study(SAGE PUBLICATIONS INC, 2023-07)This study focuses on the role of feedback in teaching with particular emphasis on its effect on learner performance, motivation, and self-regulation. A critical account of feedback and applicable models highlight conceptual guidelines of how individual, relational, and environmental factors can impact on the utility of feedback as a performance changing device, and reasons for theory–practice disjunction. A qualitative methodology investigated 25 instrumental music teachers in Victoria, Australia, realizing the effect of studio teaching feedback on students from teachers’ perspectives and recollections of their studio teaching practice. Knowledge and skills, positive attribution, and music and relational qualities are reported through these reflections of feedback, feed-up, and feed-forward approaches to student engagement. The study highlights positive feedback encounters are typified by learner engagement and teacher–student relationality, contesting the traditional, behaviorist “feedback ritual” and teacher-centered approaches in the music lesson. The study offers implications for purposeful and structured learning opportunities, and cyclical engagement that builds impactful feedback episodes and feedback design that factors in the influence of context, culture, and differentiated relationships in learning. The study encourages educators to consider balance of “drill and thrill,” where feedback is embedded as an influential pedagogical/relational device, rather than discreet episodes of educators “telling” learners about their performance.
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ItemGrainger Wind Symphony(Routledge, 2022-09-22)
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ItemIntroduction(Routledge, 2022-09-22)
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ItemPostlude(Routledge, 2022-09-22)