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The study examines its impact on music teachers and students in ten pilot government schools in Victoria, Australia, including a primary school, drawing on replicated UK research methods. Data were collected via teacher surveys and interviews in two case study schools. After two terms, effects on both teachers’ practice and students’ engagement are reported as profound.",{"@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-in-victoria-research-article-on-music-learning-program-impact/594419/",{"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-in-victoria-research-article-on-music-learning-program-impact/594419.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the goal of the Musical Futures program?","Question",{"text":112,"@type":113},"It aims to make secondary classroom music more relevant by engaging young people in the informal learning practices of real-world musicians, which differ from traditional classroom pedagogy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the program evaluated in Victoria?",{"text":117,"@type":113},"The research replicated aspects of a UK study using teacher questionnaires, adapted to the Victorian context, and collected additional data through interviews, a focus group, and class observations in two case study schools.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of questionnaire topics were covered?",{"text":121,"@type":113},"Topics included how the program was implemented, impacts on teaching and students, integration with VELS and the e5 model, constraints and difficulties, senior management support, and effects on elective music plus extracurricular instrumental and vocal activities.","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},594419,1792161008,{"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":24,"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},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Musical Futures in Victoria  \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  \nNeryl Jeanneret  \nThe University of Melbourne  \nAbstract  \nMusical Futures is a music learning program that was established in the United Kingdom in 2003. It aims to make secondary classroom music more relevant to young people through engaging them in the informal learning practices of real world musicians, recognising that the way in which popular musicians learn is quite different from the pedagogy of the traditional music classroom. This article reports on research that investigated the impact of the Musical Futures approach on music teachers and students in ten pilot government schools in Victoria, Australia (including a primary school). The research replicated aspects of the Hallam, Creech and McQueen (2010) UK research and data was collected through a survey of the teachers and two case study schools where the teachers and students were interviewed. After only two terms of implementation, the impact of the program on both the teachers and the students has been quite profound.  \nKey words: musical futures, music education, primary, secondary, informal learning, engagement, social learning,  \nAustralian Journal of Music Education 2010:2, 148-64  \nBackground  \nNumerous academics, reports and teachers have noted that music in secondary schools asa school subject is frequently not a popular and stimulating element of the curriculum: in fact, it seems to be of little interest or relevance to many students (for example, Ross, 1995; Plummeridge, 1997; Green, 2002; National Review of School Music Education, 2005; Hutchinson, 2007; St George, 2010). On the other hand, numerous teenagers have their own bands; invest in mp3 players and their current chart favourites; and they go to local gigs like The Big Day Out, as well as dances and parties where music features. There seems to be no problem with involvement in music outside of school but there has long been a disconnect between school music and what happens outside the formal school environment.  \nMusical Futures is a music learning program based in the research of Lucy Green (2005, 2006, 2008a, 2008b) and others that was established in the United Kingdom in 2003. It aims to make secondary classroom music more relevant to  \nyoung people through engaging them in the practices of real world musicians, recognising that the way in which popular musicians learn is quite different from the pedagogy of the traditional music classroom. Research from the Institute of Education, University of London (Hallam, Creech & McQueen, 2010) has reported favourably on the impact of the program in UK schools. With the support from the Paul Hamlyn Foundation (which has funded the Musical Futures Project in the UK) and the NAMM (National Association of Music Merchants) Foundation (USA), the Australian Music Association (AMA), in collaboration  \nwith the Soundhouse and the Department of Education and Early Childhood Development (DEECD), has piloted the program in 10 Victorian government schools in 2010. The teachers involved completed an intensive two day workshop with David Price from Musical Futuresin the United Kingdom prior to implementing the program. This article reports on research that investigated the impact of Musical Futures approach on the music teachers and students in these ten schools.  \nMethod  \nThe research aimed to investigate two questions:  \n• Has Musical Futures had an impact on teachers’confidence, pedagogy and professional satisfaction? and  \n• What impact has the Musical Futures approach had on students?  \nThe research methodology replicated aspects of the Hallam, Creech and McQueen (2010) research with teacher questionnaires for each of the ten pilot schools. The questionnaires were adapted slightly for the Victorian context with items relating to the following areas:  \n• background information about the teachers;  \n• how Musical Fut","cbCaided7xawlXcy","https://ap.wps.com/l/cbCaided7xawlXcy","pdf",130261,17,"English","# Abstract\n# Background\n# Method\n# Findings from the survey","[{\"question\":\"What is the goal of the Musical Futures program?\",\"answer\":\"It aims to make secondary classroom music more relevant by engaging young people in the informal learning practices of real-world musicians, which differ from traditional classroom pedagogy.\"},{\"question\":\"How was the program evaluated in Victoria?\",\"answer\":\"The research replicated aspects of a UK study using teacher questionnaires, adapted to the Victorian context, and collected additional data through interviews, a focus group, and class observations in two case study schools.\"},{\"question\":\"What kinds of questionnaire topics were covered?\",\"answer\":\"Topics included how the program was implemented, impacts on teaching and students, integration with VELS and the e5 model, constraints and difficulties, senior management support, and effects on elective music plus extracurricular instrumental and vocal activities.\"}]","Musical Futures in Victoria - Research Article on Music Learning Program Impact | PDF",1792079129,43]