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Yet pre-service music educators face a gap between curriculum expectations and classroom realities.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the article’s main purpose?","Question",{"text":63,"@type":64},"To explore fourth-year pre-service music education students’ understandings of curriculum constraints and classroom practices, focusing on multiculturalism and multicultural music teaching in schools.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which curriculum documents and reforms are discussed?",{"text":68,"@type":64},"The study references the NRSME findings, the Australian Curriculum initiative, and Victoria’s VELS, including how arts guidance and multiculturalism are handled in the framework.",{"name":70,"@type":61,"acceptedAnswer":71},"How were the interview data analyzed and what was found?",{"text":72,"@type":64},"Semi-structured interviews from Deakin and Monash students (2008–2009) were analyzed using Interpretative Phenomenological Analysis, revealing a disjuncture between VELS expectations and students’ experiences during school 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Joseph  \nDeakin University  \nJane Southcott  \nMonash University  \nAbstract  \nIn this time of national curriculum re-thinking, tertiary institutions are positioned to create opportunities amongst pre-service teachers for the cultivation of knowledge, skills and understandings concerning cultural diversity in music education. The demographic profile of the State of Victoria is the most culturally diverse in Australia and the curriculum framework for schools, Victorian Essential Learning Standards (VELS), mandates multiculturalism as an integral part of the education. The Arts domain offers a range of suggestions as to how school students might develop an awareness of aesthetic and critical aspects of arts works from varied cultural, social, and historical contexts. In preparing pre-service teachers to embrace these ideas and understandings, tertiary educators continue to face a mismatch between curricular expectations and the realities of the school music classroom. In 2005 we began a research project that sought to explore fourth year pre-service music education students’ understandings about curriculum constraints and classroom practices in music education. This article focuses on the data collected in 2008 and 2009 from students from Deakin and Monash Universities. The semi-structured interviews were analyzed using Interpretative Phenomenological Analysis. The findings revealed a disjuncture between VELS and what our students found during their school placements. This study reports on two themes: perceptions of multiculturalism and the teaching and learning of multicultural music in schools. As tertiary music educators, we endeavor to encourage our student teachers to examine their own experiences and understandings in multicultural music.  \nKey words: Australian curriculum, Multiculturalism, Multicultural music practice, teacher education  \nAustralian Journal of Music Education 2010:2, 66-75  \nIntroduction  \nIn Australia in 2005, the National Review of School Music Education (NRSME) reported that music was poorly resourced and often neglected. The NRSME found that “there is a need for immediate priority on improving and sustaining the quality and status of music education”  \n(DEST, 2005, p. v). Four years later the Australian Curriculum, Assessment and Reporting Authority (ACARA) announced that music will be included  \nas one of the arts in the second phase of the National Curriculum (ACARA, 2009) . Curriculum review and reform is an ongoing global phenomenon from which Australia is not exempt. Tertiary teacher educators should respond to the societal contexts and expectations in which future teachers will find themselves situated. Baldwin, Buchanan and Rudisill (2007) point out that teacher educators are “charged with the complex task of preparing a teaching force with the skills for teaching to high standards  \nwhile meeting the needs of all the learners in the classroom”(p. 325) . Part of this complex task must consider the cultural diversity that currently exists in Australian classrooms. As culture is expressed through music, future teachers should have engaged, explored and experienced a variety of musics in their pre-service education. Jeanneret and Forrest (2009) confirm that there has long been debate about how and what musical understandings and skills should be present in teacher education and that there continues to be too little time and resources allocated to music education. They acknowledge that “there is little in the way of concrete recommendations” for hoped for improvement (p. 208) .  \nThis article focuses on one Australian state, Victoria, and the inclusion of music in both curriculum and in teacher education. In 2004 the Victorian Essential Learning Standards (VELS) was introduced. VELS is a curriculum framework for schools (years Preparatory to 10) that is organized under three learning St","cbCaioF6taXbeGMH","https://ap.wps.com/l/cbCaioF6taXbeGMH","pdf",104765,"English","# Abstract\n# Introduction\n## Music education reform in Australia (NRSME and national curriculum)\n## Victoria’s VELS framework and arts learning strands\n## Guidance limits and multiculturalism in VELS\n## Research focus and analytical approach","[{\"question\":\"What is the article’s main purpose?\",\"answer\":\"To explore fourth-year pre-service music education students’ understandings of curriculum constraints and classroom practices, focusing on multiculturalism and multicultural music teaching in schools.\"},{\"question\":\"Which curriculum documents and reforms are discussed?\",\"answer\":\"The study references the NRSME findings, the Australian Curriculum initiative, and Victoria’s VELS, including how arts guidance and multiculturalism are handled in the framework.\"},{\"question\":\"How were the interview data analyzed and what was found?\",\"answer\":\"Semi-structured interviews from Deakin and Monash students (2008–2009) were analyzed using Interpretative Phenomenological Analysis, revealing a disjuncture between VELS expectations and students’ experiences during school placements.\"}]","Experiences and understandings: Student teachers’ beliefs about multicultural practice in music education | PDF",1792079116,25]