Melbourne Graduate School of Education - Research Publications
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ItemTracking creativity in Arts and Music: A document analysis of national educational goals and curriculum in Victoria(International Society of Music Education (ISME), 2020)An analysis of national educational goals and curriculum documents played an important role in my doctoral study in Victoria, Australia. The study was a mixed methods investigation into teaching for creativity and creative processes for music educators in primary schools. The analysis aimed to explore the place of creativity from an educational goal and curriculum perspective. Documents from a forty-year period were investigated qualitatively to seek the portrayal and contextual meanings of the word “creativity”. The paper is presented in two parts: the influence of three national declarations of educational goals on the changing place of creativity in contemporaneous curriculum, and creativity as communicated to teachers in curriculum documents in Arts and Music. The purpose of the document analysis was to gain a detailed view of creativity within the two specifically selected document types. In doing so, it informed the development of the survey instrument of the study and was distilled to form an adjunct to the literature review. The document analysis showed variation and similarity between historic and recent contexts of creativity in Arts and Music curriculum. The place of creativity in the Music curriculum in Victoria shows a sense of continuity through different iterations of curriculum. Yet, despite this, there are clear shifts in the language that describes or implies creativity in Arts and Music curriculum. Ultimately, the document analysis presented a glocalised and historic perspective of educational goals and curriculum in Victoria and has the capacity to inform future research and teacher practice in creativity and education.
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ItemNo Preview AvailableEnhancing music integration through critical and creative thinking in Australian primary schools(International Society of Music Education, 2018-07-12)Extended Poster presentation
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ItemNo Preview AvailableCritical and creative thinking in arts education: Podcast( 2022-07-18)This podcast explores concepts of critical and creative thinking within the field of arts education. The discussion that unfolds between Mark Selkrig, Neryl Jeanneret and Fiona King who are associated the Melbourne Graduate School of Education, University of Melbourne, and James Henry a commercial photographer and musician highlights how diverse this topic can be and opens up a range of possibilities for us to consider.
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ItemTheme and variations: Composing and online music teaching and learning(Society for Education and Music Psychology Research, 2022)This article is a reflective discussion of five themes relating to composing and online music teaching in higher education. The collection of themes aims to provide supportive ideas form online music teachers in preservice generalist teacher education. The first theme is about composing and wellbeing, an emergent outcome from my current and ongoing practitioner research into an improvisation-based approach to playing the ukulele. The second theme discusses findings from by doctoral study that may support preservice teachers to foster children’s creative processes in music education. The third theme is an exploration of a poignant similarity between self-directed learning in creative process practice (a finding in my doctoral study) and self-directed learning as a pedagogy informing online learning. Theme 4 is a rationale for the inclusion of composition in online music teaching, and Theme 5 is a reflective ‘imagining’ of individual creative process composition experiences for online music learners. The methodology underpinning this article is practitioner research which has spurred reflective discussion around the themes of composition and online music teaching. The findings provide an array of strategies, prompts and ponderings that may be useful for the planning and teaching of music in online arts education subjects in higher education.
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ItemNo Preview AvailableA ukulele for every preservice teacher: Innovation in online music teaching during the pandemic(Australian and New Zealand Association for Research in Music Education (ANZARME), 2022)
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ItemTo B or B sharp: Introducing a new method for learning ukulele(International Society for Music Education (ISME), 2022-07-20)In this article I introduce an innovative method for learning the ukulele. The method, known as the C major system, is a constructivist approach to instrumental teaching focusing on a single tonality and improvisation. It was devised between 2019 and 2020 by a professional bass musician during the peak of a profoundly serious illness in which he was incapacitated with highly restricted movement. He turned to the ukulele as a light-weight instrument to focus his creative musicianship and the outcome was the development of the system. The system is specifically for ukulele and focuses on C major tonality, song writing and learning the note names across the fretboard. Inspired by the musician’s determination and creativity, and by the philosophy of the system, which raised questions about my own music improvisation and teaching practices, I began lessons in early 2021 and kept a detailed practise journal. I adopt the methodology of practitioner research and take an inquiry stance to interrogate my practice in improvisation and ukulele playing. The research occurs in the wake of my PhD completed in 2020 about creative processes for music educators. Through reflection I seek to construct an outline of the system and to connect with literature around creative process and pedagogy. The article introduces the system with respect to improvisation particularly. The system may have potential professional learning capacity for classroom music teachers working with the ukulele for personal or teaching-related ukulele practice. It also has relevance for music therapists for music in hospital settings and for other purposes of rehabilitation with practising or beginning musicians.
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ItemCreative processes in music education: Supporting children to “find their voice, find their way”(International Society of Music Education, 2022-10-31)Creative processes matter in music education. The experience of creating, such as in composition, develops the ‘visible voice’ of an individual. Creative process was a key focus of my recently completed doctoral research about teaching for creativity in Victorian State primary schools, Australia. The aim of this article is twofold: first, to share the findings of my research to contribute to theory and practice in music teaching and second, to offer commentary about the findings with relevance to the climate of the current teaching environment. The research adopted pragmatic and social constructivist worldviews. It was a mixed methods study involving surveys and interviews of participants who were drawn from schools that promoted creativity as a desired attribute of children’s learning. The data culminated into two research outcomes incorporating five teaching strategies to support creative process practice in the classroom. The five strategies are nurture children’s creative processes, inspire imagination and experience, facilitate creative processes in the classroom, maximise the outcomes of creative processes and foster self-directed learning. The findings are specifically relevant for music teachers in primary classrooms yet may be adapted to support creative work – in and out of music – in other learning settings for children and young people. The research supports music teachers in any setting to effectively facilitate creative work such as composition tasks. The findings further support teachers to differentiate children’s learning through creative work and to actively support children to achieve a sense of self through the development of individual ‘voice’ in composition. As such, the article has strong implications for music teaching during and following the pandemic.
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ItemNo Preview AvailableThe mixed methods approach in a doctoral study about teaching for creativity and music education(Australian Society of Music Education Victoria, 2022-11-02)
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ItemTeaching for group creativity by music teachers in Victorian schools: A creative process perspective(University of Music and Theatre Munich, 2023-01-18)Creativity involves an immersion in the creative process, a space where ideas and actions mingle for creative works to unfold. Teaching for creativity and creative processes for music educators were investigated in a doctoral study completed in 2020 in Victoria, Australia. In the study, teaching for creativity was focused on the way teachers facilitate children’s creative process experiences. The aim of this chapter is to discuss and reflect on the research outcomes, with particular focus on the emerging teaching strategies that support teachers to facilitate individual and small group creative work in music education experiences in primary schools. The research questions guiding the study focused on how educators teach for creativity and foster creative processes. The study was mixed methods in approach and adopted pragmatic and social constructivist worldviews. Data collection consisted of a sur-vey of ninety-two primary school teachers in Victoria and twelve individual semi-structured inter-views. The framework and model depict five teaching strategies. These are: 1. Nurture children’s creative processes, 2. Inspire imagination and experience, 3. Facilitate creative processes in the classroom, 4. Maximise the outcomes of creative processes, and 5. Foster self-directed learning. The findings reveal an interplay between teaching for creativity strategies to bolster and promote children’s active engagement in creative processes. The re-search has implications for the ways in which teachers plan for and approach teaching of group creativity in primary school music settings and offers insight into teaching for creativity through the lens of creative process.
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ItemTechnology-supported classrooms: New opportunities for communication and development of mathematical understanding(Springer Spektrum, 2019-06-03)This chapter provides an overview of some themes which have emerged over two decades of Bärbel Barzel’s work related to the teaching and learning of school mathematics with technology. The themes which are discussed include technology supporting mathematical communication, technology supporting cognitive activities and technology supporting an open classroom. Overall, the focus is on the potential for technology-supported classrooms to promote students’ understanding in secondary school mathematics. Four papers are used to illustrate Barzel’s contribution.