Melbourne Conservatorium of Music - Research Publications
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ItemReflections on the year of change: Adaptive and creative responses to technology as Music Teachers in the tertiary setting( 2021-09-18)Asia-Pacific Symposium on Music Education Research (APSMER) Conference 2021
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ItemNo Preview AvailablePedagogies of difference: a framework for pedagogical adaptation and creative climates(University of Southern Florida, 2021)Instrumental music tuition in schools is a powerful way teachers can guide students to immerse in detailed and specific aspects of learning. Regular lessons with a music teacher are a ubiquitous school activity where students engage with expert learning, practice, reflection and discourse of learning processes. This qualitative study examines teacher experiences in instrumental music education in Victoria, Australia. Investigating teacher perspectives to pedagogy that connect, engage and nurture instrumental music learning and exploration, this study of instrumental music teachers across four diverse schools in Victoria phenomenologically analysed teacher reflections on learning events with students. Analysis of interactions, pedagogies and adaptive behaviours between teacher and student revealed a dynamic social context spanning the instructional relationship between student action and teacher direction, the subject matter and substance of what is taught, and the connection between the student and the teacher as master musician. Looking beyond music teachers as adaptors that utilise generic descriptors of critical thinking, communication, creativity, and collaboration (4C’s of creativity) this study identifies and redefines the qualities of recognition, empathy, insightfulness and responsiveness outlining a (REIR) framework to which all teachers can shape pedagogical approaches that engage and educate learners in the future. Findings outline relationship-building and connective teacher-student relationships fostering multiple creativities in music learning. The study posits a recalibration of teacher practice on building positive collaborative learning climates, a relational adaptivity that emphasises effective interpersonal strategies that enhance student learning and potentially enculturate richer teacher understanding and more sophisticated musicianship in students.
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ItemApprenticing the jazz performer through ensemble collaboration: A qualitative enquiry(SAGE PUBLICATIONS LTD, 2020)The one-to-one teacher–student relationship is a common learning configuration within jazz education. However, opportunities to learn through engagement in ensemble performances and industry-level recording opportunities with esteemed jazz performers are rare classroom environments the tertiary jazz music institutions offer. This qualitative study examines ‘real-world’ jazz performance contexts within an Australian tertiary music course, exploring students’ learning experience spanning three diverse collaborative projects. Bandura’s Social Cognition Theory is utilized to elucidate an ecological system of musical development, where learning occurs in a social context within dynamic, reciprocal interactions between learners, environment and students’ adaptive behaviours that are bounded by context, culture and learner history. Findings from pre- and post-participation interviews reveal student and educator perspectives of engaging in authentic experiential learning situations. A stratum of positive influences impacting students included metacognitive, behavioural, emotional affordances, as well as the cultivation of a wider social, environmental and cultural/creative confidence and an expanding collaborative community influencing individuals’ learning decisions. Students and educator participants expressed professional-level expectations, real-world outcomes, and a deeper musical connection and understanding by students of the guest artist/composers’ intention, musical aesthetic and expert band direction. The authors maintain that inclusion of experience-based education and embedding of authentic professional industry experience and creative music-making contexts within educational settings enhance the learning of students and potentially enculturate richer musicianship in students and their developing creative communities.
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ItemEpoché and Objectivity in Phenomenological Meaning(Routledge, 2020-12-28)Epoché within phenomenology sets aside or suspends assumptions and resistance to prejudices that rest on the principal that humans bring schemas and frameworks into being. This stance of analysis and multi-layered process reveals phenomenologically lived experiences and ‘being in the world’ that as essences shape forms of reflective thought and understanding on phenomena. In this chapter, the notion of epoché, or bracketing as an essential attitude to phenomenological reasoning, is surveyed through leading thinkers spanning the field of phenomenology. Epoché as an essential attitude to transcendental, hermeneutic and existential phenomenological reasoning, and argumentation between essence and existence, as well as more recent ‘bridling’ and ‘sidling’ approaches, are considered. This chapter informs researchers, especially those recent to phenomenological investigation, of the implications of such theories and techniques, their evolution in the minds of developing researcher minds, and the complexity and delicacy with which all researchers are compelled to approach this fascinating aspect of qualitative understanding and meaning-making.
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ItemNo Preview Available“If you don’t change you get left behind”: Playing in the Banda Italiana Musicale Vincenzo Bellini in Melbourne, Australia(WLU Press, 2020-07-15)Community Music at the Boundaries examines how music enhances the lives of those living in what might be considered marginalized settings.
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ItemInstrumental Music Education in the time of COVID: maintaining connection, community, and relationality with students(JMHW, 2021-10-20)For many countries instrumental music tuition in secondary schools is a ubiquitous event that provides situated and personalized instruction in the learning of an instrument. Opportunities and methods through which teachers operate during the COVID-19 outbreak challenged music educators as to how they taught, engaged, and interacted with students across online platforms, with alarm over aerosol dispersement a major factor in maintaining online instrumental music tuition even as students returned to “normal” face to face classes. This qualitative study investigated the practices employed by instrumental music educators in secondary schools in Melbourne, Australia, analyzing teacher perspectives to music tuition amidst the restriction of interaction with students remotely via online means. Thematic analysis of the interview transcripts revealed music educational approaches that fostered connection, empathy and receptiveness to relationship-building, guiding students in slower and deeper learner-centered approaches, asserting pedagogical practices that reinforced and promoted interpersonal connectedness in and through musical experience and discovery. These findings provide a framework for how music educators can facilitate connection, motivation and student autonomy generating personal meaning and commitment to music making and the learning relationship, which can translate to significant student learning and value in the learning music. Exploring teachers’ pedagogical practices and behaviors within this dyadic teacher-student relationship is a significant addition to the literature, enabling the consideration of the type of connective behaviors required to stimulate and develop long-term interest in music.
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ItemMusic education in Australian schools: An essential place for all students(Australian Education Union, 2021-02-09)The role of music education in the school curriculum reflects the evolving and contested nature of music’s place within state and national curricula. Instigated in Victorian government secondary schools in the 1960’s, instrumental music in Australia has become an intriguing aspect of the creative /performing arts subjects. For many years designated as a specific standalone subject, it now resides within the arts ‘collection’ of subjects (ACARA, 2015). The ‘arts’ curriculum today is designed to induct students through practitioner lenses of inquiry that allow learning, teaching, and assessment to be authentic, dynamic and creative. A unique aspect of instrumental music is that students can access this subject via solo, ensemble or special investigation streams. Despite this well-conceived arrangement, music remains an underfunded aspect of educational opportunity able to be accessed by far too few students in Australia.
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ItemEpoché and Objectivity in Phenomenological Meaning-Making in Educational Research(Routledge - Taylor & Francis, 2021-01-04)Epoché within phenomenology sets aside or suspends assumptions and resistance to prejudices that rest on the principal that humans bring schemas and frameworks into being. This stance of analysis and multi-layered process reveals phenomenologically lived experiences and ‘being in the world’ that as essences shape forms of reflective thought and understanding on phenomena. In this chapter, the notion of epoché, or bracketing as an essential attitude to phenomenological reasoning, is surveyed through leading thinkers spanning the field of phenomenology. Epoché as an essential attitude to transcendental, hermeneutic and existential phenomenological reasoning, and argumentation between essence and existence, as well as more recent ‘bridling’ and ‘sidling’ approaches are considered. This chapter informs researchers, especially those recent to phenomenological investigation, of the implications of such theories and techniques, their evolution in the minds of developing researcher minds, and the complexity and delicacy with which all researchers are compelled to approach this fascinating aspect of qualitative understanding and meaning making.