Melissa Cain

Singapore International Schools: Best practice in culturally diverse music education

This paper explores the preliminary outcomes of research into the place and role of cultural diversity in primary music classes at five International Schools in Singapore. It highlights the ways in which school philosophy, policy, curriculum and in-service training influence teacher practice. The research provides insights into the challenges teachers face when diversifying their music programmes in addition to the areas of support that allow a programme based on cultural diversity to flourish and remain successful. The results of interviews with music specialists at these schools suggest that music programmes at International Schools in Singapore provide examples of best practice in culturally diverse music education. The success of these programmes is due to several identifiable factors such as strong philosophical and curricula foundations, quality in-service training and the regular involvement of culture bearers and visiting artists.

Augmenting higher education students’ work experiences: preferred purposes and processes

ABSTRACT Higher education students are increasingly engaging in work experiences, often directed towards enriching their study and promoting employability. Considerable institutional and personal resources are directed towards these experiences. It is important, therefore, to identify how to utilise them in achieving particular educational purposes. An earlier study found the optimum time for educational interventions is after students had completed work experiences, as they can share, compare and engage critically with those experiences. As these interventions are premised on student engagement, it is important to understand: (i) the reasons why and (ii) means by which they prefer particular interventions. This paper discusses the findings of a survey of higher education students from healthcare disciplines that sought to address those two issues. Students reported a preference for processes assisting them gauge and further develop their occupational capacities and readiness to secure employment and practice effectively once employed. Those interventions led, facilitated or guided by teachers or experts (i.e. clinicians), were preferred over student-organised and led ones. These students place lower value on peer assistance and feedback. This finding contradicts recent literature indicating being assessed by peers is greatly valued. It is these findings and discussions that are elaborated here.

Celebrating musical diversity: Training culturally responsive music educators in multiracial Singapore

This article explores outcomes of research into the role and place of cultural diversity in primary music classes at five government schools in Singapore. The study highlights the ways in which a variety of factors such as specialist music training, government policy, curriculum documents, and professional development influence teacher practice. In particular, the data presented provides insights into the level of support pre-service teachers receive in order to develop programmes based on cultural diversity, and to allow such programmes to flourish and remain successful. There is strong evidence that a foundation has been laid and a commitment made to providing Singaporean pre-service teachers with a comprehensive experience based on the exploration of diverse musics, particularly in the Asian context. This is apparent in the types of musics presented in primary music classrooms and resulting learning outcomes.

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.

Musics of "The Other": Creating Musical Identities and Overcoming Cultural Boundaries in Australian Music Education.

The binary opposition between ‘own music’ and ‘others music’ is the ‘result of deep conditioning’ (Drummond, 2010 , p. 118) and is almost impossible to overcome. By exploring the underlying constructs that influence students’ and teachers’ perceptions of minority cultures and their musics, this paper explores the notion of ‘the other’ in Australian music education. In particular, how the many factors which play a role in cultural identity serve to both promote and prevent musical understanding and appreciation. An examination of Australian multicultural policy and music curriculum documents in the state of Queensland provides a foundation for the discussion of data obtained from interviews with teachers from state and private primary schools in the capital Brisbane. The results reveal that while music educators are generally inquisitive about incorporating musics of ‘other’ cultures into their lessons, they are less comfortable with crossing cultural boundaries, and do not wish to threaten the position of Australias own musical culture – ultimately highlighting a disconnect between policy, rhetoric and practice in the area of culturally diverse music education in classrooms today.

The role of music participation in positive health and wellbeing outcomes for migrant populations: A systematic review

The aim of this review was to identify possible positive health and wellbeing outcomes of participatory music activities for culturally and linguistically diverse people who could be described as vulnerable or “at risk” in particular migrant populations. Nine databases were searched spanning 10 years (2002–2013). The search returned 977 results with 45 articles reviewed. Seven articles met the inclusion criteria with most studies involving adolescents. Despite the reported health outcomes the review identified a scarcity of generalisable quantitative research (n = 2) and credible qualitative research (n = 5) indicating a distinct need for robust future investigation in this pertinent area of research.

What does internationalisation or interculturalisation look like in the future in the higher education sector

What is internationalisation? What is interculturalisation? What will these concepts look like in the future? Will they exist or move beyond their current state? Where are universities/higher education institutions headed with their international strategies as they prepare global citizens for the future? How will universities of the future cater for international students? These are the questions considered in this final chapter. This chapter contains reflections from the team members. We begin by defining internationalisation and interculturalisation in relation to employability. This is followed with reflections on the project as it was experienced within the six participating universities. We then bring together the reflections to highlight the key themes, which inform recommendations for practice and future research.

“Practical Experience Is Really Important”: Perceptions of Chinese International Students About the Benefits of Work Integrated Learning in Their Australian Tourism and Hospitality Degrees

Chinese students make up the majority (25%) of international students studying in Australia (Department of Education and Training, Monthly summary of international student data, January 2016. Retrieved from https://internationaleducation.gov.au/research/International-Student-Data/Pages/default.aspx, 2016). Chinese students choose to study in Australia for a number of important reasons, including the perception that Australian higher education is of high quality, and potential improved career opportunities. Understanding the perceptions of Chinese international students’ experiences of Work Integrated Learning (WIL) as part of their studies is crucial for two important reasons: to inform more meaningful experiences for current and future cohorts and to ensure Australian universities remain a higher education destination of choice for Chinese students. This chapter explores the experiences of Chinese international students studying tourism and hotel/hospitality management within business degree programmes in a Queensland university. The findings of the interview study demonstrate Chinese international students have clear expectations about the outcomes of the WIL component in their chosen degree, including the ability of such experiences to bridge theory and practice and to develop the knowledge, skills, and attitudes needed for employability in their home country. These perceptions align with the university’s own stance on the importance of WIL for domestic and international students, as evidenced in its employability framework and internationalisation strategy. The chapter also outlines recommendations for universities for improved practice.

Short and long term outcomes for culturally and linguistically diverse (CALD) and at-risk communities in participatory music programs: A systematic review

Background Research has shown that participatory music programs can encourage positive health and well-being outcomes. The purpose of this paper is to explore the impact of participatory music programs, which aim to promote positive mental and physical health and well-being outcomes for young people from culturally and linguistically diverse communities, characterized as at-risk. Method The databases EBSCOhost, ProQuest, SCOPUS, HRCA, Informit, JSTOR, SAGE and OVID were searched for literature published between 2002 and 2013. Outcomes from studies were plotted against the Shultz and Northridges Social Determinants of Health framework (2005). Results In total, six sources were included in this review. The majority of music participation programs targeted toward young people characterized as at-risk possess positive outcomes on the Proximate and Health and Well-being levels of the SDOH framework, such as a reduction in anxiety, depression, emotional alienation, truancy and aggression. Additionally, participants in programs reported an increase in attendance in school, self-esteem, cultural empathy, confidence, personal empowerment and healthy nutrition. Conclusion Results suggest that participation in music programs is able to encourage positive mental and psychosocial health outcomes for individuals. Considering the short-term focus of programs reviewed, and limitations surrounding data analysis and collection, this paper underscores the need for rigorous research that explores the potential long-term outcomes of similar programs.

Participants’ Perceptions of Fair and Valid Assessment in Tertiary Music Education

This chapter reports on the views of a selection of Bachelor of Music students and their teachers at the Queensland Conservatorium Griffith University (QCGU), providing important insights into how current assessment practices influence student learning in the Australian context, and with particular reference to the Threshold Learning Outcomes for the Creative and Performing Arts. Themes addressed include the role of teacher feedback, experience with self- and peer assessment, the role of exemplars in standards-based assessment, balancing holistic and criteria-based assessment practices, subjectivity in assessing conceptualization in creative works, and the role of tacit knowledge in students fully understanding and applying assessment criteria. Results of focus group sessions with students in the Performance, Musical Theatre and Composition streams of the Bachelor of Music degree, reveal that participants are enthusiastic about ensuring that assessment practices and teacher feedback enhances their growth as musicians, ultimately enabling them to become self-regulated learners. Their teachers are equally concerned about providing their students with high professional standards as reference points for their musical growth, and ensuring that summative assessments of musical performances are fair and valid.