Maintaining enthusiasm for classroom teaching through multiple forms of music education incorporated syllabus changes over a 20-year period - a case study of one teacher’s journey

Oct 15, 2026

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One experienced secondary classroom music teacher’s journey is examined to understand how New South Wales (NSW) secondary schools navigated repeated music syllabus changes between 1968 and 1978. The study addresses a gap in teacher education research, using semi-structured interviews supported by syllabus documents and memoranda to school principals. Findings focus on adaptability and resilience in responding to shifting curriculum and pedagogy within the music classroom.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Introduction

Literature review

Findings and analysis

Conclusion

a u s t r a l i a n a s o c i e t y s Maintaining enthusiasm for classroom teaching through multiple f o r m u s i c m e d u c a t i o n e i n c o r p o r a t e d syllabus changes over a 20-year period: A case study of one teacher’s journey Jennifer Carter Sydney Conservatorium of Music, The University of Sydney, NSW Abstract This paper investigates one experienced classroom music teacher’s journey in navigating syllabus changes in New South Wales (NSW) secondary schools in the period between 1968 and 1978. A significant dearth of research on teacher education in general, and in particular, in the area of secondary music teaching exists in NSW. This research will add to the area. In this case study, semi-structured interviews with the participant investigate the themes of adaptability and resilience to change in curriculum and pedagogy in the music classroom. Included in the research are syllabus documents and memoranda to School Principals over the time period, concluding with the analysis and interpretation of the research data. Key words: secondary music, music syllabus, classroom music pedagogy. Introduction This paper investigates the experiences of one NSW secondary music teacher in the period 1968 to 1988 which saw many changes to music syllabuses for both senior secondary and junior secondary music. Music teachers in schools were expected to adapt and to implement pedagogical changes in their classrooms, often with no Inservice training or advice when new syllabus documents were released. Little research existson how or if these syllabus changes affected, influenced or shaped the philosophies of teachers and their actual teaching practice. This research is part of a broader investigation into teachers’experiences over the many music curriculum changes that occurred over the designated period. In the broader study, a group of Experienced Music Teachers (EMTs) (N=20) are interviewed, along with a group of Pre-Service Music Teachers (PSMTs) (N=20). This paper reports one teacher’s experience and highlights two significant periods in secondary classroom music history in NSW – the 1960s when music was more likely to be taught ina traditional and conservative style, and the 1980s when the development of a new syllabus for senior music classes changed the pedagogical landscape for teachers and students alike. This paper provides data and evidence from the two contrasting time periods presenting the participant’s viewpoint. The findings ofthe overall study will be of significance for music teachers across Australia and internationally by capturing the viewpoints and levels of experience of the teachers in the study (Argote & Ingram, 2000; Collins & Allender, 2013). Literature review This paper builds on previous research concerning specific changes to the NSW music syllabuses (Dunbar-Hall, 1993, 1999; Jeanneret et al., 2003; Australian Journal of Music Education 3 McPherson & Jeanerett, 2005); articles and manifestations on creativity in the music room in the 21st century classroom (Odena, 2001, 2012); influence on a teacher’s pedagogical philosophy and development of a teaching style (Oleson & Hora, 2014); and perspectives concerning the promotion of informal learning, leading to the challenge in popularity of Western Art Music being studied in our schools (Green, 2002, 2005, 2008; Carroll, 2019). Most of the early documented history of music in school classrooms in Australia has focused mainly on Primary School music, and records that music was predominantly taught in Primary schools by‘untrained’ teachers, consisting mostly of ‘vocal music’ or ‘class singing’(Cox & Stevens, 2017; Stevens, 1978). Secondary Music teachers in NSW in the 1960s and 1970s received their teacher training at Teachers Colleges and the Conservatorium of Music, gaining a Diploma in Music and Diploma in Education (Dip. Mus/Ed) at the end of their four years of study. Vocal music was one of the inherited

FAQs

What time period and setting does the case study focus on?

The case study examines an NSW secondary classroom music teacher’s experiences in navigating syllabus changes between 1968 and 1978.

What methods does the research use to investigate the teacher’s journey?

It uses semi-structured interviews with the participant and supports the analysis with syllabus documents and memoranda sent to school principals.

Which themes are emphasized in the teacher’s responses to curriculum change?

The research highlights adaptability and resilience when responding to changes in curriculum and pedagogy in the music classroom.

Oct 15, 2026

Upload by Franzy