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Findings are framed across key learning areas, showing how singing can also support broader learning outcomes for all participants.",{"@graph":14,"@context":72},[15,34,55],{"@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/the-enhancement-of-musical-and-other-learning-through-a-weekly-choir-session/594403/",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/the-enhancement-of-musical-and-other-learning-through-a-weekly-choir-session/594403.png","ImageObject",300,407,{"name":42,"@type":43},"Aldword","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why does the study focus on singing and a weekly choir session?","Question",{"text":62,"@type":63},"The study targets how weekly children’s singing can improve musical learning and support broader learning across key curriculum areas.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What curriculum pressures affect arts education in primary schools?",{"text":67,"@type":63},"Teachers face crowded timetables with strong emphasis on literacy and numeracy, which reduces time and priority for creative arts.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the choir activity benefit teachers, according to the paper?",{"text":71,"@type":63},"Including singing helps develop teachers’ personal skill and confidence levels, addressing concerns such as limited confidence in teaching music.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},594403,1792192115,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"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":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"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":30,"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},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The enhancement of musical and  \nother learning for both teachers and students through a weekly choir session  \nLyndell Heyning  \nSouthern Cross University  \nAbstract  \nPrimary schools are such busy demanding places. Educators are concerned with a crowded curriculum and high emphasis placed on the development and cultivation of literacy and numeracy concepts. Teachers are generally concerned with the delivery and teaching expectations of all key learning areas of the primary school curriculum. However, the creative arts, in the real world of time and teaching are generally speaking, lower in priority. The majority of teachers believe their teaching time is dominated by attention to English and mathematics because the demands of departmental directives necessitate that students achieve benchmark standards in literacy and numeracy and this has had direct consequences for the creative arts key learning area. This individual small-scale study provides further insights into the impact of the arts, in particular the impact of singing, in one Australian primary school. This paper will present investigation through a small scale study, into how the benefits associated with the inclusion of children singing in a one hour weekly session, can not only influence and enhance students’ musical learning, but also develop and enhance teachers’ personal skill and confidence levels, while promoting other learning for all concerned across key learning areas.  \nKeywords: arts education, singing, teaching, confidence.  \nAustralian Journal of Music Education 2010:1, 58-70  \nIntroduction  \nPrimary schools are such busy demanding places. Educators are concerned with a crowded curriculum and high emphasis placed on the development and cultivation of literacy and numeracy concepts. Teachers are generally concerned with the delivery and teaching expectations of all key learning areas of the primary school curriculum. However, the creative arts, in the real world of time and teaching are generally speaking, lower in priority. The majority of teachers believe their teaching time is dominated by attention to English and mathematics because the demands of departmental directives necessitate that students achieve benchmark standards in literacy and numeracy and this has had direct consequences  \nfor the creative arts key learning area.  \nEngaging children in the creative arts can allow them to communicate in potentially profound ways (Eisner, 2002). As Russell-Bowie (2009, p. 5) reflects, the arts can embody and communicate emotions, ideas, beliefs and values It can convey meaning through aesthetic forms and symbols and evoke emotive responses to life with or without words. Involving the creative arts in our curriculum is to represent learning not in the ordinary sense of language, as writing on a page, but in either a visual, kinaesthetic, aural ortactile form. With reference directly to the area of music, to see the connection in the classroom between music and mathematics, in patterns and numbers, the scientific aspects developed of sound and silence, the literacy features of emotive and descriptive language is remarkable. However,  \n58 2010, No. 1  \nsyllabus requirements are, by and large, seen as being met for creative arts through end of year performances, exclusive arts days and special school assemblies. Schools have admitted it is difficult to have consistency and regularity in the arts curriculum, because of the time constraints and the lower educational priority given to the subject area in the curriculum (Alter, Hayes & O’Hara, 2009) .  \nGibson and Anderson (2008) argue that within the context of Australian schools there is an urgent need for a detailed study of the impact of arts programs. This small-scale study provides further insights into the impact of the arts, in particular the impact of singing, in one Australian primary school. This paper will present investigation through a small scale study, into how the benefits associated with the in","cbCaiv3TpBLJwayr","https://ap.wps.com/l/cbCaiv3TpBLJwayr","pdf",101626,13,"English","# Abstract\n# Introduction\n# Background","[{\"question\":\"Why does the study focus on singing and a weekly choir session?\",\"answer\":\"The study targets how weekly children’s singing can improve musical learning and support broader learning across key curriculum areas.\"},{\"question\":\"What curriculum pressures affect arts education in primary schools?\",\"answer\":\"Teachers face crowded timetables with strong emphasis on literacy and numeracy, which reduces time and priority for creative arts.\"},{\"question\":\"How does the choir activity benefit teachers, according to the paper?\",\"answer\":\"Including singing helps develop teachers’ personal skill and confidence levels, addressing concerns such as limited confidence in teaching music.\"}]","The enhancement of musical and other learning through a weekly choir session | PDF",1792079096,33]