ERIC Number: EJ1268476
Record Type: Journal
Publication Date: 2020
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0004-9484
EISSN: N/A
Juxtaposing Teacher Voices to Explore Upper Primary School Music Teaching and Learning
Golding, Martina; Hannigan, Shelley
Australian Journal of Music Education, v53 n1 p17-27 2020
Duoethnography and narrative inquiry are used to investigate the perspectives of two experienced teachers from contrasting curriculum specialties, one in music and the other in mathematics within a primary school setting. Initiated by the music teacher, research focuses on the usefulness of embodied and participatory forms of music-making for students in the upper primary school (generally 10-12 year age group). Themes emerge from the research that inform subsequent dialogue including the relationship between accessible participatory experience, minimising tedium for students, self-paced learning and student agency, psycho-social well-being, community of practice and life-long learning. Through a dialogic process, emergent ideas provoke dissonance that leads to re-framed thinking about the teaching and learning of music in the upper primary school context.
Descriptors: Music Education, Elementary School Teachers, Elementary Education, Preadolescents, Teaching Methods, Mathematics Education, Communities of Practice, Cooperative Learning, Elementary School Students, Music Teachers, Mathematics Teachers, Self Esteem, Success, Scaffolding (Teaching Technique), Talent, Social Development, Cultural Influences, Student Diversity, Informal Education, Foreign Countries
Australian Society for Music Education. P.O. Box 5, Parkville, Victoria 3052, Australia. Tel: +61-3-9925-7807; e-mail: publications@asme.edu.au; Web site: http://www.asme.edu.au
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