Music activities delivered by classroom generalists in Victorian state primary schools: accounts of teaching practice and frameworks for music activity delivery

摘要

Primary classroom teachers can play a vital role in the music education of primary school students, providing a basis for lifelong learning in music and the arts. Research shows that not all Victorian primary school students have equitable access to specialist music education and that the role of the classroom generalist becomes valuable in supplying or augmenting music education. An instrumental case study was conducted to investigate the music activities delivered by three purposefully selected participants, who were located at Melbourne metropolitan schools. From the analysis of data collected by semi-structured interviews and matrices, themes emerged around music activity identification, delivery, content and context. To add to the body of research about music activities by generalists, the research outcomes from this study included detailed accounts of music activities, listed recommendations by participants about the delivery of music activities, participant perceptions of the planning and place of music activities and the presentation of two frameworks to inform the delivery of music activities by future generalists. The data collected by the study could assist classroom generalists to include music activities in their day to day teaching with the aim to deepen student learning in and through music.