Music activities delivered by classroom generalists in Victorian state primary
schools: Accounts of teaching practice and frameworks for music activity
delivery
A thesis submitted in fulfilment of the requirements for the degree of Master of Education by
Research
Fiona Maree King
School of Education
College of Design and Social Context
RMIT University
December 2015
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Declaration
I certify that except where due acknowledgement has been made, the work is that of the author alone;
the work has not been submitted previously, in whole or in part, to qualify for any other academic award;
the content of the thesis is the result of work which has been carried out since the official
commencement date of the approved research program; any editorial work, paid or unpaid, carried out
by a third party is acknowledged; and, ethics procedures and guidelines have been followed.
Fiona Maree King
December 2015
Acknowledgements
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I would like to thank the following important people who have supported me throughout the duration of my
candidature.
To Curtis, for all of the encouragement, support and vision you have provided me with and to Harris, for your
companionship during the many hours of writing.
To my supervisory team, I would like to respectfully acknowledge your helpful contributions and guidance
during the different stages of my progress through the study. To Dr. Nicky Carr, Dr. Andy Gilbert and Dr.
Rohan Nethsinghe, thank you. In particular I would like to express my sincerest thanks and appreciation to
Professor David Forrest for your guidance and dedication.
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Table of Contents
Glossary ……………………………………………………………………………………………………………………….. 10
Abstract ………………………………………………………………………………………………………………………… 12
Chapter 1 Introduction
1.1 Scope ……………………………….…………………………………………………………………………………….. 13
1.2 Aim ………………………………….……………………………………………………………………………………… 14
1.3 Research Objectives ……………………………………………………………………………………………….. 14
1.4 Research questions and investigatory statements …………………………………………………… 14
1.5 Research Setting ………………………………………………………………………………………………………. 16
1.6 Background ……………………….…………………………………………………………………………………….. 16
1.6.1 Policy ………………………………….……………………………………………………………………. 17
1.6.2 Final Report of the Parliamentary Inquiry of 2013 ……………………………………. 17
1.6.3 The specialist/generalist debate …..…………………………………………………………. 17
1.6.4 Pre-service teacher training ……………………………………………………………………… 19
1.7 Research problem ……………………………………………………………………………………………………. 20
1.8 Approach to the study and limitations of the study ……………………………..………………….. 22
1.8.1 Approach to the study ………………………………………………………………………………. 22
1.8.2 Limitations ………………………………………………………………………………………………… 23
1.9 Chapter summary …………………………………………………………………………………………………….. 24
Chapter 2 Literature Review
2.1 Introduction …………………………………………………………………………………………………………….. 25
2.2 Arts education and the classroom teacher ……………………….……………………………………… 25
2.3 Music activities ………………………………………………………………………………………………………… 27
2.3.1 What are they? ……………………………………………………………………………………….. 28
2.3.2 Content, learning outcomes, resources …………………………………………………… 28
2.3.2.1 Content ……………………………………………………………………………………. 28
2.3.2.2 Learning outcomes …………………………………………………………………… 29
2.3.2.3 Resources ………………………………………………………………………………… 29
2.3.3 AusVELS ………………………………………………………………………………………………….. 30
2.4 Previous case studies about classroom teachers and music activities …………………….. 30
2.4.1 Who delivers music? ………………………………………………………………………………… 31
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2.4.2 Music activities delivered by classroom teachers …………………………………….. 31
2.4.3 Classroom teachers and specialists working together ……………………………… 32
2.4.4 Other case study research………………………………………………………………………… 32
2.4.4.1 Visiting performers …………………………………………………………………… 32
2.4.4.2 Musical Futures ………………………………………………………………………… 32
2.4.4.3 Arts Integration ………………………………………………………………………… 33
2.5 Pedagogy and music activities …………………………………………………………………………………. 33
2.6 Recommendations for delivering music …………………………………………………………………… 37
2.6.1 Best practice …………………………………………………………………………………………….. 37
2.7 The planning of music activities ……………………………………………………………………………….. 39
2.8 The place of music activities in the primary school curriculum ………………………………… 40
2.9 Chapter summary …………………………………………………………………………………………………….. 41
Chapter 3 Methodology
3.1 Introduction ……………………………………………………………………………………………………………. 43
3.2 Research methodology ……………………………………………………………………………………………. 43
3.3 Research design and justification ……………………………………………………………………………. 44
3.3.1 Research design ………………………………………………………………………………………. 44
3.3.2 Justification for the collective instrumental case study design ……………….. 45
3.4 Ethics approval ……………………………………………………………………………………………………….. 46
3.5 Research techniques ……………………………………………………………………………………………….. 46
3.5.1 Purposeful sampling ………………………………………………………………………………… 46
3.5.2 Selection criteria instrument …………………………………………………………………… 47
3.5.2.1 Early design prior to adaptation ………………………………………………………………………… 49
3.5.3 Survey ……………………………………………………………………………………………………… 49
3.5.3.1 Survey results ……………………………………………………………………………………………………. 51
3.5.4 Semi-structured interviews …………………………………………………………………….. 52
3.5.5 Activity matrix …………………………………………………………………………………………. 55
3.5.5.1 Activity Matrix time frame ……………………………………………………………………………… 58
3.5.6 Observations ……………………………………………………….. …………………………………. 58
3.5.6.1 Member checking …………………………………………………………………………………. 58
3.6 Data trail ………………………………………………………………………………………………………………….. 59
3.6.1 Survey and other methods to locate participants ……………………………………… 60
3.6.2 Participant selection …………………………………………………………………………………. 60