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This mixed-methods study reports the numbers and types of music programs operating in rural primary schools and universities and how music teachers viewed their roles and undergraduate preparation. Findings show specialist tertiary music education has largely disappeared, staffing is difficult, and pre-service training is judged lacking in quantity and quality, with teachers critical of music’s position within the Arts Key Learning Area.",{"@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/the-provision-of-classroom-music-programs-to-regional-victorian-primary-schools/593506/",{"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/the-provision-of-classroom-music-programs-to-regional-victorian-primary-schools/593506.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do many rural Victorian primary schools lack classroom music programs?","Question",{"text":112,"@type":113},"The paper attributes this mainly to a shortage of qualified staff and declining access to tertiary music education in regional Victoria.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the mixed-methods research examine?",{"text":117,"@type":113},"It examines the numbers and types of music programs in rural primary schools and universities and how music teachers perceive their roles and undergraduate preparation for music teaching.",{"name":119,"@type":110,"acceptedAnswer":120},"What key findings are reported about specialist music education and staffing?",{"text":121,"@type":113},"Tertiary specialist music education has nearly disappeared in regional Victoria; principals struggle to find staff, and only a small percentage of responding music teachers were qualified specialists. 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Principals are struggling to find staff to teach music in their schools and only a small percentage of responding music teachers were qualified specialists. Pre-service training in music is seen to be lacking in both quantity and quality and teachers are highly critical of the placement of music within the Arts Key Learning Area particularly when it comes to reporting.  \nThe article concludes that despite the arts’ inclusion in the new Australian Curriculum, Victorian primary schools students will not have equality of access to music education until there is an increase in status/funding of music education and accordingly, in the number of music teachers being educated.  \nKey words: Classroom music programs, Primary schools, Pre-service training in music, Music within the Arts Key Learning Area, Australian Curriculum  \nAustralian Journal of Music Education 2012:2,45-58  \nIn November 2005, Professor Margaret Seares reported to the Honorable Dr. Brendan Nelson, Minister for Education, Science and Training on what was the most extensive review of music in the history of Australian education. In The National Review of School Music Education (NRSME) Seares stated that the review revealed:  \ncycles of neglect and inequity which impact to the detriment of too many young Australians, particularly those in geographically and socially disadvantaged areas. (DEST, 2005, p. iii)  \nExisting literature reveals that there have been some initiatives in response to the review’s recommendations (Lierse, 1995-6; Pascoe, 2007; Stevens, 2010) . However seven years on, little evidence was found to indicate that these initiatives have had a significant impact on the number of primary music programs operating in regional Victoria. Data gathered show that a large percentage of schools in rural regions of Victoria are missing out on a music education program and that much of what is being taught is neither sequential nor taught by qualified staff.  \nBackground to the study  \nEssentially, the impetus for this research was driven by a professional concern in the realm of teacher education. The researcher has taught music in primary and secondary schools for over twenty years and for the last ten, she has also taught in undergraduate primary teacher education, writing and teaching music elective units. During this time, regular requests were received from local school principals, asking for “a good music graduate” while music electives at the university were slowly being discontinued. The question of a connection between the two arose and a concern over just how widespread the problem might be. Was this the only university being forced to cut music education options for students? Were principals all over country Victoria struggling to find music teachers and how did currently practicing music teachers perceive the situation? This study therefore examined the current issues pertaining to the provision of music education in schools and universities in regional Victoria, gathering quantitative and qualitative data from all parties involved, including universities, music teachers and schools. National and international literature were examined at length in order to place the findings","cbCaio5JZ8jiRQog","https://ap.wps.com/l/cbCaio5JZ8jiRQog","pdf",569563,14,"English","# Abstract\n# Background to the study\n# What defines a “music teacher”?\n# Literature review\n## Music education for children: why provide it?","[{\"question\":\"Why do many rural Victorian primary schools lack classroom music programs?\",\"answer\":\"The paper attributes this mainly to a shortage of qualified staff and declining access to tertiary music education in regional Victoria.\"},{\"question\":\"What does the mixed-methods research examine?\",\"answer\":\"It examines the numbers and types of music programs in rural primary schools and universities and how music teachers perceive their roles and undergraduate preparation for music teaching.\"},{\"question\":\"What key findings are reported about specialist music education and staffing?\",\"answer\":\"Tertiary specialist music education has nearly disappeared in regional Victoria; principals struggle to find staff, and only a small percentage of responding music teachers were qualified specialists. Pre-service training is also criticized for insufficient quantity and quality.\"}]","The provision of classroom music programs to regional Victorian primary schools | PDF",1792077377,35]