Faculty of Education - Research Publications
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ItemArts programs in schools : Seven models and a decision-making matrix for school leaders(Australian Council for Educational Leaders, 2019-09-01)The provision of arts programs in Australian schools is diverse. Studies of music have shown that the quality of music education in private schools is high and well resourced, but in government-funded schools there is greater variation with schools in some states offering little to no embedded programs. Because the arts are not considered core, school leaders have the freedom and responsibility to determine how much, how often, and what kinds of programs should be offered. Without mandated guidelines, our research shows that this is often influenced by leaders' personal experiences of music in their history or family context. School leaders have also described needing to overcome significant barriers in order to justify the provision of programs. Further complicating the picture are the varying views held by school leaders and staff about exactly which benefits arts programs afford. While most agree on the intrinsic value related to artistic skills and creativity more generally, some are less sure about additional benefits such as psychosocial wellbeing benefits or community building, with a diversity of perspectives also reflected in policy documents.
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ItemFeedback in Music Performance Teaching(FRONTIERS MEDIA SA, 2022-06-20)The purpose of this article is to provide one prominent perspective from the research literature on a conception of feedback in educational psychology as proposed by John Hattie and colleagues, and to then adapt these concepts to develop a framework that can be applied in music performance teaching at a variety of levels. The article confronts what we see as a lack of understanding about the importance of this topic in music education and provides suggestions that will help music teachers refocus how they use feedback within their teaching. Throughout the article, we draw heavily on the work of John Hattie and his colleagues whose explanations on all facets of feedback, but especially those forms of feedback that are focused on ensuring students understand "where to next"-have had a huge impact on school education through various publications.
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ItemThe importance of passionate individuals for navigating school arts provision in 19 Australian schools(SAGE PUBLICATIONS LTD, 2023-04)Arts programs are increasingly recognized for their role in promoting student development and cohesive school communities. Yet, most Australian schools are left to navigate a landscape characterized by shifting policy goals and external providers of diverse quality and intent. Drawing on interviews with 27 stakeholders from 19 Catholic primary schools in Melbourne, Australia, we explored key approaches to arts provision in this context, and conditions that hinder and support it. Approaches varied markedly, from school-wide programs embedded across the curriculum, to one-off incursions. Conditions consistently affecting provision ranged from leadership support to a community’s view of the arts. Programs regularly relied on individuals passionate about arts to go beyond their paid roles, yet this frequently jeopardized sustainability. Overall, the approaches identified, and conditions affecting their sustainability, reveal a lack of value for school arts at policy and administration levels. This lack of value is not demonstrated in the provision of other traditional school activities like math or literacy, which begs consideration by policymakers and school administrators.