Music without a music specialist: a primary school story

Peter Andrew De Vries

Research output: Contribution to journalArticleResearchpeer-review

10 Citations (Scopus)

Abstract

This case study focuses on generalist primary (elementary) school teachers teaching music in an Australian school. With the onus for teaching music moving away from the specialist music teacher to the generalist classroom teacher, this case study adds to a growing body of literature focusing on generalist primary school teachers and music teaching. Previous literature largely focuses on these teachers self-reporting regarding their teaching of music. This case study aimed to identify what factors facilitate the teaching of music and the kinds of music teaching occurring in the school through interviews and observations of generalist teachers teaching music. Singing was core to the teaching of music by the generalist teachers, who valued a sequential and developmental approach to music teaching. The role of the school principal was key in supporting this music teaching, both financially and personally, as was music professional development attended by the teachers. Working as members of a community of practice, these teachers were able to articulate a shared vision of music education in their school.
Original languageEnglish
Pages (from-to)210 - 221
Number of pages12
JournalInternational Journal of Music Education
Volume33
Issue number2
DOIs
Publication statusPublished - 2015

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