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ERIC Number: EJ1173050
Record Type: Journal
Publication Date: 2018
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1461-3808
Teaching Primary School Music: Coping with Changing Work Conditions
de Vries, Peter Andrew
Music Education Research, v20 n2 p201-212 2018
The changing roles of two primary (elementary) school music teachers are explored in this article, and how these changed roles have impacted on music programmes in their respective schools. Change readiness provides the theoretical framework for investigating the way both teachers responded to their changing roles. The first teacher's role changed from being the school music teacher and part-time general classroom teacher to general classroom teaching only. The second teacher's role changed from being a full-time music teacher to a full-time arts teacher (teaching music, dance, drama, visual art, and media). The focus is on these teachers and the school administrators who initiated these changed roles. The teachers and school administrators were interviewed (teacher three times across a nine-month period, school administrators twice across a nine-month period), and music lessons were observed in both schools. Narratives of each teacher's experiences of their changed roles are presented, highlighting the complexities of teaching music in changing times (i.e. standardised testing, budget constraints, who is responsible for teaching music).
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A