Renee Crawford

A multidimensional/non-linear teaching and learning model: teaching and learning music in an authentic and holistic context

This article discusses the conceptual framework that leads to the design of a teaching and learning model as part of a recent ethnographic study that considered the effectiveness of current Victorian government secondary school music teaching and learning practices when engaged with technology. The philosophical and theoretical basis for this research relies on three contentions: valued knowledge, authentic learning and multidimensional/non-linear learning. These three contentions, working simultaneously, introduce the notion of a holistic perspective and practice of learning. In this research, such a notion is defined and referred to as the ‘whole-person phenomenon’. This is the foundation for a multidimensional/non-linear teaching and learning model that can be applied in any educational context. This model is extended to the teaching and learning of music and in turn its application leads to a matrix or a multidimensional/non-linear model that encompasses all facets of music practice. This article will explore each of the research contentions, conceptual framework, multidimensional/non-linear teaching and learning model and music education matrix. While this recent research is situated in Victoria, Australia, and specific to music education, it is applicable to any contemporary teaching and learning context.

Rethinking teaching and learning pedagogy for education in the twenty-first century: blended learning in music education

ABSTRACT In an increasingly technologically driven world, there is proliferate discussion among education and government authorities about the necessity to rethink education in the twenty-first century. The evolution of technology and its pervasive influence on the needs and requirements of society is central to this mindset. Innovations in online applications and social networking capabilities have accelerated in accessibility and popularity. As technological devices become commonplace, it is understandable that curriculum documents and education policies around the globe are littered with statements about Information and Communication Technology (ICT) expectations and achievement level standards. There is no argument about the presence of technology or that it should be embedded in education. However, there is a case to be made about revealing the potential of technology for teaching and learning and the necessary associated pedagogical considerations. This article explores the outcomes of an online music education project used in a blended learning context to provide high quality music learning resources to Australian rural and remote schools.

Building Critically Reflective Practice in Higher Education Students: Employing Auto-ethnography and Educational Connoisseurship in Assessment

This study posed the question: Does using an educational connoisseurship framework applied to auto-ethnography assist in the development of reflective practice in teacher education? The design of authentic assessments that assist students in making meaningful links between theory and practice is a complex process. We created an assessment task that was directly linked to the lived experience of the students and specifically focused on their educational practice. Students were required to write an auto-ethnography that was shaped by educational connoisseurship and criticism. With ethical permission we retained the auto-ethnographic assignments by nineteen students. After independent thematic analysis we built a composite, thematic analysis and compiled tables of the content analysis. Our focus was how our students engaged with the task. We found that using an educational connoisseurship framework applied to auto-ethnographic writing has the potential to assist in the development of reflective practice in teacher education.

Making Pedagogy Tangible: Developing Skills and Knowledge Using a Team Teaching and Blended Learning Approach.

In an era of accountability government and industry bodies are mandating that teacher education programs provide evidence of their impact. This paper provides an example of evidence-based practice, exploring how a team teaching and blended learning approach influenced the development of pre-service teachers (PSTs) competency skills and knowledge. This approach was introduced to an initial teacher education (ITE) specialist music secondary methods unit to ensure that the tertiary learning context aligned with contemporary innovations in schools and provided authentic learning and teaching opportunities. Using an embedded advanced mixed methodology, this research had two phases. Phase 1 explored the development of competency skills and knowledge as perceived by PSTs during the ITE music methods unit. Phase 2 investigated the practical application of these skills and knowledge in professional educational contexts post the completion of the unit. Compelling evidence suggests that by making pedagogy tangible, PSTs will be provided with opportunities to develop knowledge constructs and skills relevant to the ever changing demands of the profession.

Curriculum stasis: the disconnect between music and technology in the Australian curriculum

Technology is a dominant mediating factor impacting on current human behaviour and social change, which both acts on and is acted upon by other phenomena. This changing social landscape, along with new expectations and requirements, drives our educational priorities and curriculum agenda. There is no denying the prevalence of technology found in the statements and guidelines of the national Australian Curriculum. Further, the National Review of School Music Education identified the importance of technology in school music education in 2005. The curriculum guidelines illustrate an understanding of technology in Music and the Arts that is both vague and limiting. In 2015 we are at a point of curriculum stasis, an equilibrium that highlights a disconnect between music, technology and Australian music education. This article investigates current secondary school Years 7–10 (ages 11–15 years) Music and Arts curriculum statements concerning the use of technology and compares this to the general capability information and computer technology (ICT) curricula. There is wide recognition that digital technology is essential in teaching and learning, but this is not reflected in contemporary Australian Arts and Music curricula.

Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students

This article reports the findings of a case study that investigated the impact of music education on students in an F-12 school in Victoria, Australia that is considered as having a high percentage of young people with a refugee background. Key findings from this research indicated that music education had a positive impact on this group of young refugee students, which related to three primary themes: fostering a sense of wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. While some of these impacts were not always clearly distinguished from the more general experience of school, the students did identify some best practice elements of music learning and teaching that link to these three themes in a number of interrelated contexts. This research raises important questions about the ways in which education might be approached in schools with a high percentage of refugee background students and reaffirms the necessity of music and the arts as an important component.