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It is characterized as a highly practical, adaptable method that can be tailored alongside existing or future Australian music curricula. With the introduction of the Victorian Curriculum, the work conducts a comparative curriculum analysis to examine alignment between informal learning and required curriculum outcomes, using relevant resource and policy documents to outline key pedagogical considerations for educators.",{"@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/musical-futures-curriculum-and-pedagogical-considerations-in-music-education/593948/",{"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/musical-futures-curriculum-and-pedagogical-considerations-in-music-education/593948.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is Musical Futures and how is it used in music education?","Question",{"text":112,"@type":113},"Musical Futures is an informal, practical approach introduced in Australia in 2010. It focuses on student learning that can be tailored with existing or future Australian music curricula.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is a comparative analysis relevant to the Victorian Curriculum?",{"text":117,"@type":113},"The Victorian Curriculum introduced new curriculum requirements, so the analysis checks whether a completely informal approach aligns with defined learning outcomes and assessment standards.",{"name":119,"@type":110,"acceptedAnswer":120},"Which documents are used to support the curriculum and pedagogical considerations?",{"text":121,"@type":113},"The analysis uses Musical Futures: An Approach to Teaching and Learning and the Victorian Curriculum-Music Years 7-10 as primary resources for outlining curriculum and pedagogy requirements.","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},593948,1792161008,{"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":34,"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,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","The Victorian Curriculum requires a balance of formal and informal learning:  \nCurriculum and pedagogical considerationsin music education  \nRenée Crawford  \nMonash University  \nAbstract  \nMusical Futures is an informal approach to music education that was introduced into Australia as part of a pilot project in 2010. It is described as a“100% practical approach”(Musical Futures Australia, 2016a) that,“can be easily be tailored work in conjunction with any existing or future Australian music curricula”(Musical Futures, 2016b). Given the recent introduction of the Victorian Curriculum, it is timely to consider if this completely informal approach and the curriculum align through a comparative analysis. The role of a curriculum framework is to provide clearly defined learning outcomes that can be assessed to measure achievement learning levels or standards across a learning continuum. In 2017 the Victorian Curriculum F-10 replaced the AusVELS framework, the new curriculum “incorporates the Australian Curriculum and reflects Victorian standards and priorities”(Victorian Curriculum and Assessment Authority (VCAA), 2016a). Using a constructivist framework that draws on Elliott’s praxial philosophy of music education and development of musicianship (1995, 2005) a comparative curriculum analysis will determine to what extent an informal learning approach can meet curriculum requirements. The resource and policy documents Musical Futures: An Approach to Teaching and Learning (D’Amore, 2009) and the Victorian Curriculum-Music Years 7-10 (VCAA, 2016b) are used for analysis, and are the basis for outlining the associated curriculum and pedagogical considerations necessary for educators and curriculum authorities. Keywords: Victorian Curriculum, Australian Curriculum, music education, authentic learning, informal and formal pedagogy, curriculum analysis, Musical. Futures  \nIntroduction  \nDeveloped in the United Kingdom (UK) in 2003, Musical Futures is described as an approach to teaching and learning music in the classroom that is based on personalising and informalising student learning (D’Amore, 2009; Paul Hamlyn Foundation, 2016) and how popular musicians learn (Green, 2002). The approach was initially designed for secondary students aged 11-14 years old, to combat the loss of interest in music education and address increasing challenges of youth disengagement and criminal behaviour in some parts of the UK (D’Amore, 2009; Paul Hamlyn Foundation, 2016). It is important to  \nestablish at the outset that this is not an entirely new approach to education or music learning. The premise for engaging students in real life or authentic learning contexts and using content that is both interesting and relevant to students’has been advocated for and practiced in some cases for years (Crawford, 2009, 2014; Karlsen, 2011; Vulliamy, 1976a, 1976b). However, this has been achieved in experiential or practical and real life contexts where there is a balance of informal and formal learning approaches used. Even within student-centred learning environments, contemporary constructivist frameworks dictate the requirement to extend learning by providing appropriate sequencing and scaffolding of  \nlearning opportunities for students to construct new knowledge and develop skills within socially mediated contexts (Anderson, Greeno, Reder,& Simon, 2000; Brown, Collins, & Duguid, 1989; Lincoln & Guba, 2013; Steffe & Gale, 1995; Tishman, Jay & Perkins, 1993). Understanding students’ zone of proximal development is critical in this process and is not supported by a completely informal student-centred approach (Anderson et al., 2000; Crawford, 2014).  \nMusical Futures was introduced into Australia as part of a pilot project in 2010 and is a“100% practical approach”(Musical Futures Australia, 2016a) to learning music using “popular forms of music”(Musical Futures Australia, 2013,  \np. 14). Musical Futures Australia states that,“Musical Futures can be easily be tailor","cbCaiq80gQSHQUS2","https://ap.wps.com/l/cbCaiq80gQSHQUS2","pdf",99349,17,"English","# Abstract\n# Introduction\n## Background of Musical Futures\n## Informal and formal learning balance\n## Victorian Curriculum alignment and analysis approach","[{\"question\":\"What is Musical Futures and how is it used in music education?\",\"answer\":\"Musical Futures is an informal, practical approach introduced in Australia in 2010. It focuses on student learning that can be tailored with existing or future Australian music curricula.\"},{\"question\":\"Why is a comparative analysis relevant to the Victorian Curriculum?\",\"answer\":\"The Victorian Curriculum introduced new curriculum requirements, so the analysis checks whether a completely informal approach aligns with defined learning outcomes and assessment standards.\"},{\"question\":\"Which documents are used to support the curriculum and pedagogical considerations?\",\"answer\":\"The analysis uses Musical Futures: An Approach to Teaching and Learning and the Victorian Curriculum-Music Years 7-10 as primary resources for outlining curriculum and pedagogy requirements.\"}]","Musical Futures - Curriculum and pedagogical considerations in music education | PDF",1792078244,43]