[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593922-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-593922-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","juxtaposing-teacher-voices-to-explore-upper-primary-school-music-teaching-and-learning","Juxtaposing Teacher Voices to Explore Upper Primary School Music Teaching and Learning","","Duoethnography and narrative inquiry examine the perspectives of two experienced primary teachers with contrasting curriculum specialities: one in music and one in mathematics. Initiated by the music teacher, the study evaluates embodied and participatory music-making for upper primary learners (generally ages 10–12). Findings emphasize accessible experience, reducing student tedium, self-paced learning and student agency, psycho-social well-being, community of practice, and lifelong learning. Dialogic reframing produces new ways of thinking about music teaching and learning in this context.",{"@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 & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/juxtaposing-teacher-voices-to-explore-upper-primary-school-music-teaching-and-learning/593922/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/juxtaposing-teacher-voices-to-explore-upper-primary-school-music-teaching-and-learning/593922.png","ImageObject",300,407,{"name":42,"@type":43},"Franzy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What research method is used in the study?","Question",{"text":63,"@type":64},"The study uses duoethnography and narrative inquiry to investigate and contrast the perspectives of two experienced teachers from different curriculum specialities.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which students and learning setting are the focus?",{"text":68,"@type":64},"The research focuses on upper primary students (generally 10–12 years old) in a primary school context, using a melodic percussion program supported by classroom instruments.",{"name":70,"@type":61,"acceptedAnswer":71},"What key themes inform the study’s conclusions?",{"text":72,"@type":64},"Themes include accessible participatory experience, minimizing student tedium, self-paced learning and student agency, psycho-social well-being, community of practice, and lifelong learning.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593922,1792189785,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Juxtaposing teacher voices to explore upper primary school music teaching and learning  \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  \nMartina Golding  \nDeakin University  \nShelley Hannigan  \nDeakin University  \nAbstract  \nDuoethnography and narrative inquiry are used to investigate the perspectives of two experienced teachers from contrasting curriculum specialities, one in music and the other in mathematics within a primary school setting. Initiated by the music teacher, research focuses on the usefulness of embodied and participatory forms of music-making for students in the upper primary school (generally 10-12 year age group). Themes emerge from the research that inform subsequent dialogue including the relationship between accessible participatory experience, minimising tedium for students, self-paced learning and student agency, psycho-social well-being, community of practice and life-long learning. Through a dialogic process, emergent ideas provoke dissonance that leads to re-framed thinking about the teaching and learning of music in the upper primary school context.  \nKeywords: Duoethnography, contrasting curriculum, mathematics, music, embodied learning, confidence, participatory, student agency, psycho-social well-being, community of practice.  \nIntroduction  \nWhen students are positively engaged in learning together there is often a sense of collective enjoyable absorption or ‘meaningful coincidence’(Davidson, 2016). In the context of group music-making this can manifest as enhanced synchronicity, social music interaction and musical meaning (Lesaffre, Maes & Leman, 2017). Research of participatory ensembles in music education recommend that teachers “do more to better understand participatory values, ideas, practices, and pedagogy”(Thibeault, 2015, p.7); to rethink the contextual significance and the ‘situated nature’ of learning in classroom music (Lave & Wenger, 1991; Wallerstedt & Lindgren, 2016); to recognise the need for exemplary programs in which “both extrinsic and intrinsic benefits can be  \nachieved through musical participation”(McFerran & Crooke, 2014, p.145) and to gain insights into how “children are socialized into collective musical practices”(Sawyer, 2006, p.162).  \nThese suggestions were considered when designing a research project that evaluated embodied, participatory and inclusive use of melodic percussion instruments within a primary school music program, in Victoria, Australia. This school is referred to as Timpani Primary School and has a range of xylophones, glockenspiel, metallophones and four marimbas (large African style xylophones) for students to use. Embodied learning in music refers to an approach ‘in which interactive music systems are conceived as extensions ofthe human body’(Nijs et al., 2012, p.13). In an ensemble this manifests ‘through activities with sounds (listening, playing), with other  \nAustralian Journal of Music Education 17  \npeople (as in joint action), as well as with music instruments and within the body’(Lesaffre, Maes & Leman, 2017, p.2).  \nPrimary schools are interdisciplinary and disciplinary learning places where many teachers are trained as generalist teachers and others as specialists in key areas such as the arts or physical education. Generalist teachers may also develop specialisms in curriculum areas such as science and mathematics. One way of conducting research as a way for teachers to improve their own teaching, is by learning how teachers of other discipline areas think, communicate and teach (Lee, 2010). In this study, a music teacher and mathematics teacher who each taught the same cohort of students at different times, engaged duoethnography to investigate their perceptions as teachers of two different discipline areas. The research questions asked:  \n1. How has difference between teacher voices been articulated via the juxtaposition of disparate curricula experiences and poi","cbCaimRDKJ9UQ5UU","https://ap.wps.com/l/cbCaimRDKJ9UQ5UU","pdf",127130,11,"English","# Abstract\n# Introduction\n## Research context and program design\n# Background to the study\n## The Timpani Primary School program","[{\"question\":\"What research method is used in the study?\",\"answer\":\"The study uses duoethnography and narrative inquiry to investigate and contrast the perspectives of two experienced teachers from different curriculum specialities.\"},{\"question\":\"Which students and learning setting are the focus?\",\"answer\":\"The research focuses on upper primary students (generally 10–12 years old) in a primary school context, using a melodic percussion program supported by classroom instruments.\"},{\"question\":\"What key themes inform the study’s conclusions?\",\"answer\":\"Themes include accessible participatory experience, minimizing student tedium, self-paced learning and student agency, psycho-social well-being, community of practice, and lifelong learning.\"}]","Juxtaposing Teacher Voices to Explore Upper Primary School Music Teaching and Learning | PDF",1792078184,28]