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- Title
Ethnographic case study and teaching for engagement in classroom music.
- Authors
Wilson, Emily
- Abstract
Over the past five decades there have been persistent concerns about low levels of student satisfaction with school music. Adopting teaching practices that originate in out-of-school contexts and bringing these into classroom music is thought to mitigate these concerns. Musical Futures is a student-centred approach that incorporate learners' everyday musical cultures. Despite student engagement being regularly mentioned as a key outcome when teachers adopt this approach, less is known about the teacher practices that foster engagement from a classroom perspective. This ethnographic case study investigates teacher practices that encourage engagement in classroom music. The data collection was undertaken in a primary (elementary) and a secondary school in the outer south-eastern suburbs of Melbourne, Australia, and focussed on the classroom practice of two teachers in four classes of students aged 10 to 16 years. The findings draw on participant-observation of music lessons, interviews and focus groups. The findings revealed the relationship between student engagement and classroom music teaching is complex, fluid and situational, and the analysis revealed a complex picture of engaging teaching presented as five characteristics which are drawn together under three themes - acknowledging cultures and real-world practice, emphasising a student-centred creative approach, navigating prevailing beliefs and systems and practice.
- Subjects
MELBOURNE (Vic.); MUSIC classrooms; STUDENT engagement; ETHNOLOGY; MUSIC education; SATISFACTION; TEACHERS; SECONDARY schools
- Publication
Victorian Journal of Music Education, 2022, p3
- ISSN
1036-6318
- Publication type
Article