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Volume 43\u003Cbr>Issue 5 Australian & New Zealand Association for\u003Cbr>Research in Music Education | Article 4 |\n| --- | --- |\n| 2018\u003Cbr>Music Activities Delivered by Primary School Generalist Teachers in Victoria: Informing Teaching Practice\u003Cbr>Fiona King\u003Cbr>RMIT University, Melbourne, Australia, [s3458146@student.rmit.edu.au](s3458146@student.rmit.edu.au) |  |\n\nRecommended Citation  \nKing, F. (2018). Music Activities Delivered by Primary School Generalist Teachers in Victoria: Informing Teaching Practice. Australian Journal of Teacher Education, 43 (5).  \n[http://dx.doi.org/10.14221/ajte.2018v43n4.10](http://dx.doi.org/10.14221/ajte.2018v43n4.10)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss5/4](http://ro.ecu.edu.au/ajte/vol43/iss5/4)  \nAustralian Journal of Teacher Education  \nMusic Activities Delivered by Primary School Generalist Teachers in Victoria: Informing Teaching Practice  \nFiona King  \nRMIT University  \nAbstract: The purpose of this paper is to share teacher practice in the  \ninclusion and delivery of music education experiences for children, to inform teacher education and to guide professional learning. It draws on a larger  \ninvestigation into the music activities delivered by three primary school  \nclassroom (generalist) teachers in Victoria, Australia. There is a gap in the  \nliterature regarding the music activities and experiences facilitated by  \nteachers in day-to-day classroom learning. The case study investigation  \ninquired into the content, pedagogy, planning and the place of music  \nactivities provided to children aged six to eleven. Teacher education is  \naddressed in this paper primarily through the sharing of teacher practice  \nevident in the findings of the investigation. The discussion highlights specific pedagogical approaches that support the positive and in-depth integration of  \nmusic into other key learning areas (disciplines) in the curriculum. The  \ninvestigation findings are relevant for in-service or pre-service generalists, in Australia and internationally; particularly those who experience a lack of  \nconfidence in delivering music education. The use of the integrated music  \npedagogical approach, and the participants’ reflections about the important  \nplace of music education experiences in daily teaching, provide a valuable  \nsnapshot of music as an essential part of primary school learning.  \nIntroduction  \nPrimary school generalist teachers have a vital role in the facilitation of music experiences as part of day-to-day teaching (Jeanneret & Stevens-Ballenger, 2013; Parliament of Victoria, 2013; Roy et al., 2015; Russell-Bowie, 2012) . Music engagement has many potential intrinsic and transferable benefits for children (ASME, 1999; Dinham, 2014; Ewing, 2010; Jeanneret & Stevens-Ballenger, 2013) . Unfortunately, due to a range offactors impacting teacher practice, not all children receive consistent and in-depth music education experiences during their primary school years. The situation is not new (Comte & Forrest, 2012; DEST, 2005; Jeanneret, 2006; Parliament of Victoria, 2013) and is not just the case in Victoria (Ewing, 2011) or Australia (Russell-Bowie, 2009b; Wiggins & Wiggins, 2008) . As such, the practice of Victorian teachers represented in this paper, has relevance for educatorsin a global context. The inconsistency of music education offerings in primary school classrooms relates to a range of issues. Minimal pre-service teacher training or experiences in music (Jeanneret & Stevens-Ballenger, 2013; Parliament of Victoria, 2013) is an issue directly relating to teacher education about delivering music. A study from 2009 of “preservice teacher training courses for primary classroom teachers across Australia found that, on average, approximately 17 hours was devoted to music within the degree program”(Parliament of Victoria, 2013, p. 126) . Other issues for teachers include time constraint ","cbCaiieRsOt8tKZq","https://ap.wps.com/l/cbCaiieRsOt8tKZq","pdf",223834,13,"English","# Abstract\n# Introduction\n## Music experiences and teacher education challenges\n# Content and Pedagogy for Music Activities in the Generalist Classroom","[{\"question\":\"What is the main purpose of the paper?\",\"answer\":\"To share teacher practice on including and delivering music education experiences for children, informing teacher education and guiding professional learning.\"},{\"question\":\"What age group and teaching context does the study focus on?\",\"answer\":\"The case study investigates music activities provided to children aged six to eleven in primary school classroom settings taught by generalist teachers in Victoria, Australia.\"},{\"question\":\"What key teaching issues does the introduction highlight?\",\"answer\":\"Inconsistent music offerings are linked to limited pre-service music training, time pressures from a crowded curriculum, high-stakes testing, and limited understanding of music’s value by educators and school leadership.\"}]","Music Activities Delivered by Primary School Generalist Teachers in Victoria - Informing Teaching Practice | PDF",1792077965,33]