Storying music and the arts education: the generalist teacher voice

Abstract

For students in Years 1–10 in Queensland, Australia, The Arts (hereafter referred to as ‘arts’) is one of eight Key Learning Areas in the core curriculum. Yet, while arts – comprising five strands including music – is a mandatory component of the curriculum, implementation varies widely. This occurs for a range of reasons, one of which is the common practice that generalist teachers are allocated delivery of the arts programme in their teaching load. Furthermore, research reveals that music and the arts are frequently considered to be the ‘frills subject’ in a school's timetable, often the first to be removed from the timetable when time is short and the first to feel the impact of budget cuts, including the engagement of specialist arts educators (Russell-Bowie, 2004). This study highlights the gap between policy rhetoric for music and the arts and the pedagogical reality in generalist classrooms. Using a narrative informed case study methodology, a story constellation derived from a beginning generalist teacher and a school principal is revealed. The discussion which follows provides a focus, through the generation of key values statements derived from the data, on the tensions this beginning teacher has experienced in his practice as a teacher responsible for teaching music and the arts, juxtaposed with a similar narrative of the school principal.

Challenging constraints or constraining challenges: Preservice primary music education across the Tasman

“…A study by Hocking (2009) pointed out that "New South Wales is the only state to clearly set a minimum requirement for creative arts training: 36 hours for a graduate degree and 72 hours for an undergraduate degree" (p. 4). This is consistent with other international studies which have shown that the Arts are often marginalised in teacher education programmes (Garvis & Pendergast, 2012;Nompula, 2013).…”

Developing Confidence in STEAM: Exploring the Challenges that Novice Elementary Teachers Face

“…Despite the fact that novice teachers tend to believe that engagement in the arts is an important component of every child's education, novice teachers rarely integrate the arts into their curriculum and instruction (Oreck, 2004). In addition to novice teachers' insecurities, the current era of accountability in schools provides an additional pressure that may make novice teachers reluctant to engage in curricular innovation, including innovation that attempts to integrate the arts with "high-stakes" content (Donahue & Stuart, 2008;Garvis & Pendergast, 2012;Mishook & Kornhaber, 2006;Oreck, 2004;Wexler, 2014). STEAM education requires authentic engagement in the arts; and, yet, most novice teachers report using arts-integrated lessons as a way to make the classroom more engaging and enjoyable (Donahue & Stuart, 2008;Oreck, 2004).…”

Teaching Lives: An Arts-Informed Exploration of Teacher Experience

“…Teachers' stories provide accessible and engaging opportunities to gain knowledge of teachers and schools (Garvis & Pendergast, 2012;Preskill, 1998). By considering and engaging with teachers' stories, other teachers can gain understanding, broaden vision, increase interpretive competence, and enrich practical repertoires (Conle, 2003).…”