Dawn Joseph

Engaging, Exploring, and Experiencing Multicultural Music in Australian Music Teacher Education: The Changing Landscape of Multicultural Music Education

In multicultural Australia, the development of positive intercultural attitudes is essential in the creation of a harmonious society. Music education is a powerful medium to address cultural inclusivity. The 2005 National Review of School Music Education challenges Australian higher education institutions to prepare programs that explore multiculturalism to engender tolerance. This research explored how final year teacher education students at Monash University and Deakin University (Victoria, Australia) engage with music of other cultures and how this affects their understanding of cultural diversity in school music. From 2005 to 2008, teacher education students undertaking music methodologies were invited to participate in semi-structured interviews. The data collected from the interviews were transcribed and analyzed using interpretative phenomenological analysis, and from these data, we developed patterns of meaning that are reported thematically: student teachers’ beliefs, attitudes, and understandings of multiculturalism and the classroom realities of multiculturalism.The findings contribute to how we, as tertiary educators, evaluate our role and programs.

‘Opening the doors to multiculturalism’: Australian pre-service music teacher education students’ understandings of cultural diversity

Educational reform in Australia has urged teachers and tertiary institutions to prepare students for multicultural classrooms. Engagement with multicultural music by teachers and students promotes understanding of difference and diversity as music has both global and cross-cultural manifestations. This article reports on a research project undertaken at both Deakin University and Monash University (Melbourne, Victoria, Australia) with final year music specialist students (2005–2007). Students participated in an online, anonymous survey (2005) regarding their understandings of multiculturalism. By in-depth analysis of four semi-structured interviews undertaken with volunteers from the 2006 to 2007 cohort, using Interpretative Phenomenological Analysis, emergent themes and construct understandings of participant experiences were identified. Two significant themes are discussed: representations of multicultural music in Victorian schools and cultural context. Music education can be an effective platform to ‘opening the doors to multiculturalism and cultural understanding’. Pre-service teacher education courses should reflect the changing societies in which they are situated.

Singing and Companionship in the Hawthorn University of the Third-Age Choir, Australia.

The international University of the Third Age (U3A) embodies the principles of lifelong learning and personal fulfilment amongst members. The research reported in this article focused on the Choir of the U3A Hawthorn, Melbourne, Australia and the benefits perceived by members undertaking this active music engagement in non-competitive choral singing. This small-scale phenomenological qualitative case study is part of a wider study of active arts engagement by older people that began in 2008. This study was undertaken in 2013 and revealed that participants decided to join the group for a range of factors including a positive attitude to singing, convenience and a desire for social connectedness. Those interviewed considered ongoing choir membership an effective use of leisure time that also provided opportunities for shared learning and personal validation. The data were analysed using Interpretative Phenomenological Analysis (IPA) and are reported under two themes: music engagement and social connections. Membership of the Hawthorn U3A choir provided participants opportunities for friendship, companionship, happiness, a sense of belonging and acceptance.

Singing in La Voce Della Luna Italian women’s choir in Melbourne, Australia:

Australia is a country of ongoing migration that embraces diversity, creative expression and cultural activity. Membership of community music groups by older people can enhance life quality, and may provide a space through which cultural and linguistic identity may be shared and celebrated. This qualitative phenomenological case study explores engagement by older members of La Voce Della Luna, an Italian women’s community choir based in Melbourne, Victoria. This article presents one case study from a larger ongoing research project, Well-being and ageing: community, diversity and the arts in Victoria. In this study, data were gathered from documentary sources and by individual and focus group semi-structured interviews in 2013. Employing interpretative phenomenological analysis two significant themes emerged: Social connection and combatting isolation; and New horizons: music-making and social justice. This article describes how active music for older women provides opportunities to learn new skills, new ideas, and create for themselves a resilient community.

RETAINING A FRISSON OF THE 'OTHER': IMPERIALISM, ASSIMILATION, INTEGRATION AND MULTICULTURALISM IN AUSTRALIAN SCHOOLS

In Australia, the 1960s saw a broadening of music offerings from other cultures in school materials from the Australian Broadcasting Commission (ABC). This is a useful indicator for changing perceptions. Since then, increasingly ‘authentic’ materials have become available but how far have we really come? Blacking (How musical is man? University of Washington Press, Seattle, 1973) identified the difficulty of acquiring and understanding, skill and authenticity in the music of another culture. He stressed that musical acquisition should occur in a cultural context. Removing music from one culture and presenting it in the symbolic gestures of another may strip its meaning. This is particularly true for musics from cultures removed from the Western paradigm. The further we move from our cultural norm, the harder it is to produce authentic experiences for students. By considering the African music resources offered to schools by the ABC, we can explore the attempts we have made to move from colonialism to multiculturalism.

If you’re happy and you know it: Music engagement and subjective wellbeing:

Experiencing and engaging with music have been fundamental to all societies across the ages. This study explores the connection between habitual music engagement and subjective wellbeing. Subjective wellbeing (SWB) comprises individual evaluations of life satisfaction, and is internationally regarded at policy and government levels. The present study uses data gathered in 2014 as part of the 31st survey of the Australian Unity Wellbeing Index to provide insight into the relationship between music engagement and SWB. A stratified random sample of 1,000 participants was interviewed via telephone. The findings revealed that engaging with music by dancing or attending musical events was associated with higher SWB than for those who did not engage with music in these forms. The findings also emphasised the important role of engaging with music in the company of others with regard to SWB, highlighting an interpersonal feature of music. The study provides an overview of the general relationship between music and SWB at a population level, by contrast to most research in the area that has focused on evaluating clinical interventions involving music. The insight gained from these findings can be used to inform future interventions and to better understand how music is involved in emotional regulation.

Music Education and minority groups cultural and musical identities in the ‘newer’ South Africa: white Afrikaners and Indians

Music Education, as well as cultural and musical identities are all being renegotiated, post‐Apartheid, within the so‐called ‘newer’ rather than the commonly known ‘new’ South Africa. The developing situation with certain minority groups is particularly interesting. Education in general has undergone much change since the first democratic elections in 1994: music education specifically has been affected by such change in terms of content, delivery and assessment. Within the South African context, cultural and musical identities are often intertwined with language, racial and even tribal identities, and discussing one implies the others. We are particularly interested here in the role of formal Music Education in relation to white Afrikaners and Indians as they renegotiate their cultural development, including musical aspects.

So Much More than Just the Music: Australian Pre-Service Music Teacher Education Students' Attitudes to Artists-in-Schools.

Contemporary Australia is a country of ongoing migration and increasing cultural diversity which is reflected in its arts practices. This article considers the views held by Australian pre-service music education student teachers and their tertiary music educators about their perceptions concerning artists-in-schools programs in school music. This discussion reports on data collected for a study undertaken in Melbourne, Victoria, Intercultural Understandings of Pre-Service Music Education Students (2005–2009). Fifty-three interviews were analyzed using interpretative phenomenological analysis. The findings provide insight into teachers’ recognition of the need for artists-in-schools programs. In particular the ways in which teachers can link theory to practice, fill in omissions in their own knowledge, skills and understandings, and heighten student understandings of multicultural musics. The promotion and provision of multicultural music education is essential at all levels of education. This can be achieved by the inclusion of diverse culture bearers, artists-in-schools, and community engagement to work with both teachers and their students.

Work Placement for International Student Programmes (WISP): A Model of Effective Practice

With a marked increase in the number of international students enrolling in university programs across the globe it is important that personal and professional experiences are positive. Of interest is the workplace component of international students’ study programs, as these experiences provide opportunities for students to socialise into new workplaces and cultural contexts. This chapter presents a theoretical model that takes into account the relationship between the concepts of internationalisation, professional socialisation, reflection and cultural development. It explores Knight’s (1999) work on internationalisation; research on personal and professional socialisation; effective reflective practice; and the notion of cultural development (Wells, 2000). We argue that an enhanced ethos approach, together with strong personal and professional student and staff agency and reflective practice, enhances the work placement experience. If all these elements are taken into account and the interrelationship between them is understood, we contend that it is more likely for workplace experiences to be positive and meaningful for all stakeholders.

Teachers Reactions to Outcomes-Based Music Education in South African Primary Schools

This article examines the reactions of specialist music teachers to the introduction of Outcomes-Based Education (OBE) in South Africa. OBE has been seen in post-apartheid South Africa as a way to transform education and address the imbalances of the past. The study reported here used questionnaires to explore attitudes of teachers at independent schools in Johannesburg in the first year of implementing OBE. Analysis of data revealed both positive and negative attitudes as well as the strong need for teachers professional development if OBE is to succeed.