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Through qualitative analysis of interviews with 23 teachers across 16 schools over 10 months (2017–2018), it identifies indicators for the long-term vitality and sustainability of such programs. It argues that school gamelan programs support intercultural understanding and cultural diversity in curriculum. Findings summarise typical characteristics of successful programs and suggest steps for enduring implementation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-teachers-perspectives-on-indonesian-gamelan-music-programs-in-australian-schools/594051/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-teachers-perspectives-on-indonesian-gamelan-music-programs-in-australian-schools/594051.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the article focused on?","Question",{"text":112,"@type":113},"The article investigates teachers’ experiences of starting and sustaining Indonesian gamelan music programs in Australian schools, focusing on perceived strengths and challenges.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"The study uses qualitative methods and interviews 23 teachers across 16 Australian schools over a period of 10 months in 2017–2018.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are gamelan programs valuable in schools?",{"text":121,"@type":113},"The article explains that gamelan programs can help develop students’ intercultural understanding and promote cultural diversity within the school music curriculum.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594051,1792191219,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Exploring teachers’ perspectives on the strengthsand challenges of Indonesian gamelan music programs in Australian schools  \na u s t r a l i a n  \na  \ns o c i e t y  \ns  \nf o r m u s i c  \nm  \ne d u c a t i o n  \ne  \ni n c o r p o r a t e d  \nJulia Pope  \nQueensland Conservatorium, Griffith University and Hills International College, Jimboomba  \nAbstract  \nThis article explores teachers’ experiences of establishing and maintaining Indonesian gamelan music programs in Australian schools focusing on their views of the strengths and challenges of those programs. By analysing these experiences, I argue that we can discover important indicators ofthe factors which affect the long-term vitality and sustainability of such programs. Knowing and understanding these factors helps teachers and school management who may want to establish or maintain a gamelan program in their school. Gamelan programs in schools are valuable as they can be an important step in developing intercultural understanding in students and promoting cultural diversity in the school curriculum. I start with an overview of cultural diversity in music education and my own connection with the topic. I then discuss the qualitative methods used for my research. I interviewed 23 teachers across 16 Australian schools over a period of 10 months in 2017-2018. This is followed by a discussion of the participating teachers’ experiences of teaching gamelan in their schools and what, in their view, are the strengths and challenges of those culturally diverse music programs. I then summarise the findings of my research, offer some possible typical characteristics of a vital and sustainable gamelan program in a school and give suggestions for steps to take to ensure a successful and long-standing program. It is hoped these findings help teachers and school management to both establish, and maintain, effective gamelan programs in their schools.  \nKey words: Cultural diversity, Indonesian gamelan, Music education  \nIntroduction  \nIncreases in the cultural and ethnic diversity of many societies since the mid-twentieth century, and the reality of the multicultural classrooms within which many school teachers work today, have led many educators to believe there is a need for students, especially in Western countries, to develop greater intercultural understanding (Hayden & Thompson, 1998; Draisey-Collishaw, 2004). Many music education policies and curricula have changed to incorporate a broader view of what types of music should be studied in Western schools (Volk, 2004). This is especially true since the 1960s when many Western countries were influenced by the Tanglewood Declaration, the key outcome of the Tanglewood Symposium, a  \nconference sponsored by the USA-based Music Educators National Conference, which stated,“Music of all periods, styles, forms and cultures belongs in the curriculum. The musical repertory should be expanded to involve music of our time in its rich variety, including currently popular teenage music and avant-garde music, American folk music, and the music of other cultures”(Choate, Fowler, Brown, & Wersen, 1967, p. 2).  \nOne approach to developing more culturally responsive and diverse programs for music learning and teaching in the West has been to introduce into schools a range of musics and ensembles, such as Indonesian Gamelans. Gamelans are traditional instrumental ensembles from Indonesia and Malaysia consisting largely of bronze or iron metallophones,  \nAustralian Journal of Music Education 15  \ngongs of various shapes and sizes, and drums. The accessible and tactile nature of gamelan instruments (Sanger & Kippen, 1987; Plantema, in Schippers, 1995) and the immediacy and physicality of the playing experience (Schippers, 2010; Eros, 2008; Mendonca, 2002) make it an effective and attractive medium with which non-Indonesian children can explore music of another culture (Ruffer, 2001; Goldsworthy, 1997). There are many relatively straightforward parts play","cbCaink82A5umQo4","https://ap.wps.com/l/cbCaink82A5umQo4","pdf",133848,11,"English","# Introduction\n## Cultural diversity and intercultural understanding in music education\n## Indonesian gamelan as an approach in Western schools\n## Historical uptake of gamelan beyond Southeast Asia\n## Early arrival of gamelan instruments in Australia\n## Gamelan programs in Australian schools","[{\"question\":\"What is the article focused on?\",\"answer\":\"The article investigates teachers’ experiences of starting and sustaining Indonesian gamelan music programs in Australian schools, focusing on perceived strengths and challenges.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study uses qualitative methods and interviews 23 teachers across 16 Australian schools over a period of 10 months in 2017–2018.\"},{\"question\":\"Why are gamelan programs valuable in schools?\",\"answer\":\"The article explains that gamelan programs can help develop students’ intercultural understanding and promote cultural diversity within the school music curriculum.\"}]","Exploring teachers’ perspectives on Indonesian gamelan music programs in Australian schools | PDF",1792078441,28]