https://hdl.handle.net/2123/1163 2026-06-04T18:14:09Z 2026-06-04T18:14:09Z Ong, Sharon https://hdl.handle.net/2123/32208 2026-05-04T06:55:01Z 2024-02-12T00:00:00Z

THE IMPACT OF PARENTAL INVOLVEMENT ON PIANO LEARNING IN CULTURALLY DIVERSE COMMUNITIES Ong, Sharon This thesis compared and examined approaches to parental involvement in piano learning in various sociocultural contexts in Greater Sydney. The study also explored how piano teachers adapted their teaching styles to encourage intrinsic motivation while meeting their students’ and parents’ cultural expectations. Using a mixed methods multi-case study design, data collected for the study consisted of qualitative semi-structured interviews with six piano teachers from Greater Sydney and quantitative Likert-style questionnaires completed by culturally diverse parents of these teachers’ students. Adopting a grounded theory approach to analyse and triangulate the data, common themes within the discussion involved overbearing parents, language barriers, and performance anxiety due to forced participation in piano examinations. Findings from this study implied the need for a more culturally diverse pool of piano teachers to accommodate for the increasingly diverse Greater Sydney population. Extending upon an emerging field of literature, this thesis endeavours to assist all instrumental teachers working in culturally diverse communities to develop more strategies to communicate effectively with parents from non-English speaking backgrounds, providing their students with culturally relevant and responsive piano instruction.

2024-02-12T00:00:00Z Cortez, Karen https://hdl.handle.net/2123/24519 2026-05-04T06:54:59Z 2021-02-12T00:00:00Z

Raising the musical self-efficacy of classroom teachers: best practice collaborative strategies for visiting artists Cortez, Karen This study aimed to investigate the collaborative possibilities of a modified single visit format to support the musical self-efficacy of teachers. A “truncated” action research model (Cain, 2008) was used to demonstrate at a methodological level the importance of teacher involvement in this process. The ensemble Quart-Ed worked with four teachers from Banana School over the course of two collaborative meetings in preparation for delivering a program for their classes. Using interviews, fieldnotes, video recordings, and formal and informal reflection from all participants at every stage of the process, numerous strategies for positive teacher-artist collaboration were identified that increased musical self-efficacy or fostered a sense of ownership of the program. Some attempted strategies were less successful and modified versions are suggested for future cycles of action research. The results of this study suggest that the modified single-visit format has strong potential to positively impact teacher musical self-efficacy and is a possible solution for artists wishing to encourage the musical capabilities of the teacher with whom they interact.

2021-02-12T00:00:00Z Ryu, Kelly https://hdl.handle.net/2123/24124 2026-05-04T06:55:02Z 2020-12-14T00:00:00Z

The Place of Jazz in the NSW Secondary School Classroom Ryu, Kelly Jazz is one of the most commonly taught musical styles in various educational contexts worldwide. Nevertheless, jazz teaching and learning resource materials are predominantly designed for those who have advanced beyond a basic level of competence. Further, the common understanding of jazz as a uniquely American style, in conjunction with Australia’s geographical and cultural distance from the USA, tend to feed the perception of foreignness of jazz when it comes to discussions of its place in Australia. For these reasons, classroom jazz education poses a unique set of challenges for Australian music teachers. This qualitative multiple case study examined five NSW secondary school music teachers’ perceptions of jazz, the extent and nature of its inclusion in their classroom curricula, and their classroom jazz teaching approaches. Data were collected from a series of semi-structured interviews, which revealed that although limited by its narrow appeal, teachers considered jazz to be highly effective in facilitating creativity, collaboration, and individuality of expression in students when carefully scaffolded and differentiated. The findings of the study indicate that while jazz may not be highly visible in NSW secondary schools, it is certainly viable and well-positioned to make a unique and worthwhile contribution to school music offerings.

2020-12-14T00:00:00Z Gresser, Elizabeth Rose https://hdl.handle.net/2123/8856 2026-05-05T03:34:09Z 2012-01-01T00:00:00Z

Musical collaboration in the primary classroom: Empowering generalist teachers to foster children's meaningful music-making Gresser, Elizabeth Rose This two-phased action research project investigates the effects of generalist-specialist teacher collaboration in a Sydney primary school in response to concerns raised in the National Review of School Music Education (2005). The researcher supported and resourced two teachers to teach music to their Stage 2 classes during two terms of 2012. Teacher and student behaviour was observed, to examine the effects of collaboration on the confidence and preparedness of classroom teachers and the musical experiences of students. The findings discuss visible changes in the autonomy and agency of teacher participants, in relation to resource development and sequencing of music lessons. This form of professional development was beneficial in assisting with resourcing, reporting and communicating, indicating the future possibility of further collaborative teaching in this field. Considerations including those of sustainability, teacher identity, interpretation and definitions of ‘meaningful music-making’ are discussed in the future recommendations for music teaching in Australia.

2012-01-01T00:00:00Z Benson, Flora https://hdl.handle.net/2123/8857 2026-05-05T03:34:11Z 2012-01-01T00:00:00Z

"Thrown in the deep end": Informal learning in a primary music classroom Benson, Flora In recent years an increasing number of music educators have drawn attention to the dichotomy between in- and out-of-school learning, and studies exploring the range of informal learning outside schools and institutions have resulted in the identification of implications for classroom teaching practice. Green’s Informal Learning approach aims to foster student agency by immersing secondary school learners in the informal practices of popular musicians. Conducted as an ethnographic case study, this project explored the implementation of Green’s Informal Learning approach in a primary school in the South- West of Sydney. Thirty children aged 10 to 12 years took part in ten researcher-led music lessons which were based on Green’s five Informal Learning principles and data were collected through researcher observation, focus group interviews and audio-visual recordings of student activities whilst engaged in the project. Children responded to the pedagogy’s inherent learner agency in an enthusiastic manner and all friendship groups were observed to be positively engaged in a range of meaningful music making activities. The data revealed that pedagogy of this nature provides teachers with an opportunity to “connect the contexts” between children’s music learning at home and at school. The results of this study support the need for teacher reconsideration of the place of informal learning approaches in primary school music.

2012-01-01T00:00:00Z Cotton, Hugh https://hdl.handle.net/2123/7762 2026-05-05T03:34:11Z 2011-09-06T00:00:00Z

Music-Based Language Learning in Remote Australian Indigenous Schools Cotton, Hugh In response to the disproportionately low educational outcomes of students in remote Indigenous schools, this study examined the potential for musical activities to provide a platform for the learning of Standard Australian English (SAE) in these contexts. The study also investigated ways in which the same or similar approaches may contribute to the maintenance and revival of Australian Indigenous languages. Conducted as a qualitative multi-case study, this research analysed interview data collected from nine participants, including classroom teachers, ethnomusicologists and music educators, each with relevant professional experience and knowledge. Findings demonstrated the capacity of music-based learning to facilitate meaningful immersion in both SAE and Indigenous languages, and to interface with Indigenous pedagogies and perspectives. Music-based approaches were seen to promote engagement in language learning through experiences that students perceived as valuable and purposeful. Equally, music-based learning provided students with a sense of ownership over learning and opportunities for personal and cultural validation. In addition, the findings identified several factors that often place limitations on remote schools' capacity to facilitate music-based learning. The need to develop local capacity in remote Indigenous communities was recognised as vital in order to provide students with an education that is both holistic and sustainable.

2011-09-06T00:00:00Z Nehl, Tanya https://hdl.handle.net/2123/7763 2026-05-05T03:34:11Z 2011-09-06T00:00:00Z

Informal Learning and teacher education students: Changing perceptions towards and educational paradigm shift Nehl, Tanya This qualitative study is aimed at investigating the effects of teacher education students’ introduction to Informal Learning in a conservatoire setting, their perceptions of their preparation and willingness to use it in their career as music teachers, and their changing attitudes during training relating to this approach. The research compared the aims of the Musical Futures program (Musical Futures, n.d.), university lecturers and relevant professionals with students’ perspectives after immersion in a new pedagogy. This study, conducted in order to discover more about Informal Learning pedagogy at a tertiary level, revealed the varying effects of, as well as responses and attitudes towards Informal Learning from students studying music education at Sydney Conservatorium of Music. It demonstrates the issues arising from introducing an approach to teacher education students that challenges conventional conceptions of the classroom. It also shows the effects that students’ practicum school context, personal experience, teaching style and personal values have on their reception of, engagement with and future use of the approach.

2011-09-06T00:00:00Z Howard, Patrick https://hdl.handle.net/2123/7747 2026-05-05T03:34:10Z 2011-08-19T00:00:00Z

"Into the Woods": The Experiences and Preparation of Teachers Who Direct Secondary School Musical Theatre Howard, Patrick This study examines the personal investment of four NSW Independent secondary school music and drama teachers who direct musical theatre productions. It considers these teachers’ attitudes and beliefs regarding the social and educational value of such productions, and the manner in which these productions exist within the schools that produce them. Through semi-structured interviews with these four teachers, this study outlines their experiences in producing and directing these musical theatre productions and their preparation for such involvement. By examining the relationship between the preparation and experiences of these teachers in relation to their beliefs and opinions regarding available training, this study also considers the implications of this data in regard to music education degrees.

2011-08-19T00:00:00Z Caltabiano, Amanda https://hdl.handle.net/2123/6442 2026-05-05T03:34:10Z 2010-09-02T00:00:00Z

The impact of music therapy on the social behaviours of children with autism in a structured outdoor inclusive setting Caltabiano, Amanda The aim of this study was to examine the impact of music therapy (MT) on the development of three specific social skills – joint attention, imitation and turn-taking – in children with autism (N = 4). The development and acquisition of the above social behaviours were examined in a structured outdoor inclusive setting, and results of this study revealed that MT intervention facilitated the inclusive experience for children with autism and resulted in an increase of social behaviours. The data were collected over seven weeks at the Grace Music Therapy Centre and Griffith Park Public School. The four participating autistic boys all attended the same school where they regularly participated in MT each week. The music therapists and the special education teacher that were involved in the study were interviewed about their attitudes and impressions of MT and its effects on children with autism. By utilising a mixed methodology (i.e., observations of the students social behaviours in both settings, video recordings and rating scales that were applicable to the context of the study), data were collected and analysed. Other observable factors such as peer initiating, questioning, prompting, modelling and proximity were examined and fell into two broad categories of teacher-mediated and peer-mediated approaches. Results revealed that the above factors facilitated the development and acquisition of the three specific social skills. The strength of both approaches provided students a learning environment that allowed for the fostering of their social skills.

2010-09-02T00:00:00Z Ashton, Sarah https://hdl.handle.net/2123/6387 2026-05-05T03:34:12Z 2010-07-30T00:00:00Z

The implementation of Music Life Skills in Schools for Specific Purposes Ashton, Sarah This mixed methods study explores the implementation of Music Life Skills in Schools for Specific Purposes (SSPs) in New South Wales, focusing on the perceptions of educators and their programming methods, in order to determine the suitability of this program for students with intellectual disabilities and/or developmental disorders. Case studies of two schools were conducted. Participants were students with special needs and their classroom teacher. In these settings, data were collected through semi-structured interviews with teachers and observations of music lessons. Additional questionnaire data were collected from educators at a selection of SSPs. Data were analysed through open and axial coding. Three common themes emerged from the data: experience and perceptions of educators; programming and teaching strategies; and student responsiveness. The findings of this study contribute to the limited body of research in regard to Music Life Skills and programs available for students with disabilities in Australia. Recommendations are made for further study, including implementation of Music Life Skills in other contexts, such as the inclusive setting.

2010-07-30T00:00:00Z Murphy-Haste, Phillippa https://hdl.handle.net/2123/5902 2026-05-05T03:34:10Z 2010-02-19T00:00:00Z

Australian perspectives on Indigenous music education Murphy-Haste, Phillippa This study examined the contextual and philosophical pretexts underpinning the learning and teaching of music indigenous to Aboriginal, Torres Strait Islander and Papua New Guinean peoples through the eyes of six Australian participants. The personal nature of responses and unique cases posed by each participant were examined through a qualitative multi-case study. Six Australian teachers having worked or working within the fields of Indigenous music education and Indigenous education were interviewed. The findings reveal several motivations for the learning and teaching of Indigenous music and education including the desire to provide a diverse and significant education for all students, particularly Indigenous students, as well as political motivations geared toward attitudinal change. The importance of culture bearers as examples of living practitioners of Indigenous musics was recognised. Culture bearers were also integral to fieldwork practices and were placed in positions of authority within classroom teaching. Challenges identified included cultural sensitivities and protocols, teachers’ positions as ‘outsiders’ of Indigenous cultural traditions, resource production and access to culture bearers. A three-part framework incorporating Indigenous content, processes and perspectives is suggested for classroom practice.

2010-02-19T00:00:00Z Luu, Lemin https://hdl.handle.net/2123/5832 2026-05-05T03:34:11Z 2010-01-28T00:00:00Z

Primary school band programs: Attitudes of students, parents and music staff Luu, Lemin This study aimed to discover how primary school band programs are organised and for what reasons these instrumental ensembles are constructed as extra-curricular, curricular, or co-curricular activities. It explores what motivates students to participate in the school band, parents to enrol their students in the school band program and the pedagogical rationales of band program stakeholders, being parents and school music staff. It also explores the relationship between these perceptions of the role and value of band, and the pedagogical rationale that forms the structure of the band program. This thesis took the form of a multiple case research project where data was collected from two government primary schools in Northern Sydney. Surveys and interviews were used to investigate the differing perceptions of the role and value of the school band program and how these affect the level of integration the band has with classroom music. A case study of the extra-curricular band program in one of the participating schools is the focus of this thesis. In addition, this research project looks at the educational implications of extra-curricular band programs, prompting research into the primary school band system.

2010-01-28T00:00:00Z Htoo, Peter Saw https://hdl.handle.net/2123/5820 2026-05-05T03:34:10Z 2010-01-21T00:00:00Z

Karen indigenous music and dance learning in an Australian non-formal context: A case study in maintenance and transmission Htoo, Peter Saw This study examines the viability of transmission and maintenance of Karen indigenous music and dance in an Australian non-formal context. Qualitative in design, the research comprised an ethnographic case study of an indigenous music and dance transmission situation (a series of five music and dance workshops) implemented in a non-formal community context in Western Sydney. Participants were a Karen cultural expert in music and dance, four Karen teacher participants and 14 Karen youth student participants. The researcher, as performance participant and participant observer, collected the data through field observation and video recording of the workshops, as well as semi-structured interviews that were conducted with the cultural expert, teacher participants, and the student participants. The first of its kind among the Karen community in Australia, the study explored the viability and means of transmission and maintenance of Karen indigenous music and dance through the involvement of Karen culture bearers and Karen youth. The study explored the views of the cultural expert and the various other culture bearers on Karen music and dance teaching and learning processes, as well as the motivation and learning styles of its student participants. Based on understandings of transmission processes operating in Burma and in the Thai-Burma border refugee camps that emerged during the study, the research revealed the need for evolving modified transmission processes for the diasporic context. The study raised many questions and highlighted culturally sensitive issues, ultimately indicating that the symbolic significance of the project as an initiative outweighed the pedagogical outcomes of the actual workshops.

2010-01-21T00:00:00Z Lau, Rachel https://hdl.handle.net/2123/5786 2026-05-05T03:34:10Z 2009-12-22T00:00:00Z

The change in parental involvement in boys' instrumental practice Lau, Rachel This study examines the nature and influences of the change in parental involvement in boys’ instrumental practice within a single school context. Questionnaire data was collected from the parents of male students in Years 3, 5, 7, and 9. Three types of parental involvement were found: instruction, verbal encouragement and monitoring. A statistically significant decline was found in the average reported use of instruction and average reported levels of child cooperation to reminders. Parental involvement was found to be significantly related with perceived parental responsibility and child response to involvement. Follow-up interviews were conducted with three mother–son dyads as case studies of high, medium and low levels of parental involvement in Year 9 boys. Interview findings explored the dynamics of mother and son interactions in music practice. Common themes emerged among the high and medium level case studies in regard to perceptions of parental responsibility, preferred methods of involvement, and reasons behind involvement. This study opens new avenues for further research into the parental involvement of adolescents’ music practice.

2009-12-22T00:00:00Z Anderson, Dominique https://hdl.handle.net/2123/5785 2026-05-05T03:34:09Z 2009-12-19T00:00:00Z

Childhood to teacher: Pre-service educators' formative musical experiences and their decision to become a classroom music teacher Anderson, Dominique This study explores the relationships between formative musical experiences, narrative constructions of music teacher identity and the influence of these identity constructions on the decision to become a classroom music teacher among a group of pre-service music educators. Case studies of 15 participants were conducted. Participants were from the Bachelor of Music (Music Education) degree program at the Sydney Conservatorium of Music, The University of Sydney. Data were collected through individual semi-structured interviews with the participants. The study explored the musical, schooling and cultural backgrounds of these pre-service music educators. Data were analysed through open coding and narrative analysis. Narrative responses to questions about formative musical experiences, their relationship to music teacher identity construction and how these relate to the decision to become a classroom music teacher, encoded five key frames. These are: individual cultural background; memories of patterns of pedagogy; impressions of music teachers; the cultural and educational status of music; and music's importance within family and social life. The findings of this study contribute to the growing body of research and literature in this field and generate a number of avenues for future research.

2009-12-19T00:00:00Z Chessher, Andrew https://hdl.handle.net/2123/5781 2026-05-05T03:34:09Z 2009-12-11T00:00:00Z

Australian jazz musician-educators: An exploration of experts' approaches to teaching jazz Chessher, Andrew This qualitative study explores the approaches of expert jazz musicians actively involved in teaching, or jazz musician-educators, towards teaching jazz. The participants were six jazz musician-educators, whose experiences cover a wide range of musical styles and educational settings including classroom teaching, big bands, small ensembles, improvisation classes and workshops for Musica Viva in Schools. Semi-structured interviews were used to investigate how each participant taught jazz and jazz improvisation within their individual scenarios. A range of approaches was used for teaching improvisation, with participants focussing on simplicity and student confidence. A number of issues emerged as important to the jazz musician-educators, including the role of listening, style, and the emphases of big and small ensembles. They also felt that the study of jazz helped students' confidence in playing and making music. Recommendations are made for further study, particularly regarding how these expert approaches might be adapted for general music classrooms, where teachers are often not as confident in using jazz as they are with other music styles.

2009-12-11T00:00:00Z Abotomey, Keva https://hdl.handle.net/2123/4002 2026-05-05T03:34:10Z 2009-01-05T00:00:00Z

Music in the lives of Deaf students in an Australian school Abotomey, Keva This qualitative case study explores the ways in which Deaf students involve themselves with music, in a variety of contexts and from multiple perspectives, including the students’ own perspective. A Sydney school offering a music programme for Deaf students was selected as the case and was investigated through a questionnaire, interviews, observations and document collection. The students were found to engage in music primarily through performing as part of the school music programme in the areas of sign singing, moving to music, playing instruments and vocalising. The students’ involvement with music in the home and community through informal musical activities was often as a result of similar experiences in their music classes, and enabled them to challenge the stereotypes held by their family members and the community. The students’ musical preferences revealed a predominantly visual and kinaesthetic understanding of music, and a focus on the repertoire taught through the school music programme. The students’ enjoyment of music was not necessarily determined by their level of hearing, but more often by their definition of listening. The results of this study suggest that music does have a place within Deaf culture.

2009-01-05T00:00:00Z Baggott, Tara https://hdl.handle.net/2123/3992 2026-05-05T03:34:11Z 2008-12-18T00:00:00Z

Girls don't rock and boys don't bop: adolescent musical identity and gender stereotypes in popular music. Baggott, Tara This study investigated what are considered to be gender appropriate musical behaviours from the perspective of adolescents, with a particular focus on listening behaviours and musical preferences. Gender stereotypes in popularised music and ways in which stereotypes are generated through popular media is also explored. Educational implications of gender delineated musical meaning in popular styles of music are considered in order to contribute to a growing body of research on the use of popular music in the classroom. Data were collected from three focus groups involving adolescents of varied ages from three different schools. Music educators from two of the participating schools also contributed to the study. Grounded theory was developed using open and axial coding of the collected data. Results indicated that gender stereotypes in music listened to by adolescents affect musical identity formation to varying degrees depending on susceptibility to social pressures. Gender delineated musical meaning in the classroom was found to have an impact on musical behaviours of students as a result of teacher attitudes and initiatives towards creating a gender balanced music classroom.

2008-12-18T00:00:00Z Leong, Kah Yan Grace https://hdl.handle.net/2123/3993 2026-05-05T03:34:09Z 2008-12-18T00:00:00Z

Love it, love it not: Parental attitudes regarding children’s music learning in Kuala Lumpur Leong, Kah Yan Grace This study aimed to investigate parental beliefs regarding children’s music learning in Kuala Lumpur. It examined the reasons behind parental support for private instrumental tuition, the effect of parental conceptions of ability, as well as the influences of their own involvement in music. The study utilised a mixed methods approach in data collection. Reasons behind parental support for private instrumental tuition include the desire to provide their children with a well-rounded education, enjoyment of playing a musical instrument and to nurture musical ability. These ‘motherly’ motives correlated significantly with those of a more competitive nature, such as providing music education as a means to maximise their children’s potential in every area and to provide their children with an extra skill when compared to peers. Parents were also inclined to provide music lessons for non-musical benefits such as using music lessons to occupy their children during non-examination periods, and also as a means of developing good temperament and self-discipline in children. Parents who were more involved in musical life tend to be more involved in their children’s music learning and tend to see high musical ability as the reason for providing musical training. Contrastingly, parents participating less in musical activities reported sending their children for music lessons because other parents are doing it and would be less involved in their children’s progress in music learning. Implications regarding the notion of well-rounded education, the effects of conceptions of ability and the advocacy work of music education are discussed.

2008-12-18T00:00:00Z Paterson, Jessica https://hdl.handle.net/2123/3995 2026-05-05T03:34:11Z 2008-12-18T00:00:00Z

Why choose music? A study in parental motivation toward formal music learning and the cultural beliefs regarding its benefits. Paterson, Jessica The purpose of this study was to examine the motivations of parents when choosing to engage their children in formal music learning, whilst exploring the cultural beliefs regarding its benefits. The study was conducted in two phases, including questionnaire distribution and a case study, involving the analysis of both numerical and verbal data. The results present four themes that emerged throughout the data collection process. These include parental opinions regarding music and academic ability, being a good parent (including aspects of opportunity and parental musical experience), the importance of a child’s right to choose their own experiences, and the influence of a love of music. The results are indicative of a particular sample only, and there are numerous implications for future research. Results contribute to the growing literature regarding parental motivation toward formal music learning, and the importance of the role of the parent in a child’s musical experience.

2008-12-18T00:00:00Z Dingwall, Carina https://hdl.handle.net/2123/3991 2026-05-05T03:34:09Z 2008-12-18T00:00:00Z

Rational and intuitive approaches to music composition: The impact of individual differences in thinking/learning styles on compositional processes Dingwall, Carina This study explores the idea that there are two different types of composers, those that use a rational process of composition involving pre-planning and use of external systems and those that use an intuitive process that involves trial and error or other exploratory means for composing. It focuses on further understanding these patterns of thought as they are found in the compositional processes of student composers as well as investigating their learning preferences. The study examines the compositional processes of five composition students from the Sydney Conservatorium of Music selected using their results on the SOLAT (Style Of Learning And Thinking) measure (Torrance, McCarthy & Kolesinski, 1988). After interviewing the five participants, a model was developed that explained how rational and intuitive patterns of thought were used at different levels. The macroprocesses of participants were found to sit on a continuum between rational and intuitive whilst at the micro-level participants were seen to use a mixture of both processes. The interview participants were also asked to comment on their preferred activities for learning composition. It was found that the participants believed their compositional processes were something that they developed themselves and they wanted a more personal approach to learning. The findings have implications for both teachers of composition and their students.

2008-12-18T00:00:00Z Bell, Madeleine https://hdl.handle.net/2123/3994 2026-05-05T03:34:11Z 2008-12-18T00:00:00Z

"Just sitting there learning": Case studies in NSW secondary school music and musical participation Bell, Madeleine This study explores the relationships between school musical culture, adolescent musical preference and music teaching strategies in secondary school, in order to determine the extent to which these are factors influencing students' decisions to continue their musical participation, both in and outside of school. Case studies of two New South Wales high schools were conducted. Participants were junior secondary music students and their teachers from each of the selected schools. Data were collected through semi-structured interviews with students and teachers, and observations of music lessons and activities. The study explored the perspectives, opinions and attitudes of participants in the chosen research settings. Data were analysed through open and axial coding. It was established that the factors that provided the focus of this research project – school musical culture, musical preferences and music teaching strategies – have a significant impact on the ways in which students perceive music both in and outside of school. These perceptions then influence their decisions to continue musical participation. The findings of this study contribute to the growing body of research and literature in this field and generate a number of avenues for future research.

2008-12-18T00:00:00Z Fienberg, Thomas https://hdl.handle.net/2123/3972 2026-05-05T03:34:09Z 2008-12-12T00:00:00Z

Canons in the classroom: An exploration of teachers' selection of works for musicological examination in New South Wales. Fienberg, Thomas This study provides a detailed view of current practice in relation to the New South Wales Board of Studies Music 2 Syllabus Mandatory Topic, ‘Music of the last 25 years (Australian focus)’. It closely examines various interpretations of this topic, and motivations behind these interpretations, through the voices of those involved in its implementation: an educational administrator, music educationalists, teachers and representatives from education-oriented arts organisations. Through interviews with these participants, this multi-case study examines patterns and influences behind the selection of works for the musicology component of the Mandatory Topic. Conducted across metropolitan and regional areas, the research investigates whether there is equitable access to resources. The study evaluates the complex factors and current practices in the selection of musicological works for study. By bringing to light the current unofficial canon shaped by teachers and others within NSW schools, this thesis proposes strategies for the teaching of musicology in ways that more accurately reflect contemporary educational thinking that is sound, progressive and inclusive.

2008-12-12T00:00:00Z Robertson, Alexis https://hdl.handle.net/2123/2442 2026-05-05T03:34:10Z 2008-05-25T00:00:00Z

The perceptions of adolescent boys regarding music participation and social behaviour Robertson, Alexis This study is an exploration of adolescent boys’ perceptions of the relationship between music participation and social behaviour. Adolescent boys have been identified by the literature as a social group in particular need of support and programs that encourage prosocial behaviour and protect against or discourage antisocial behaviour. The data were collected from seven boys from an all boys’ state comprehensive school in Sydney. The boys ranged from Year 7 to Year 10. Data collection involved two focus group discussions and employed semi-structured questioning. Grounded theory was developed through open and axial coding of the transcribed data. It was found that adolescents perceive this relationship as a complex one, with many factors influencing both music participation and social behaviour. Results indicated that participants felt that the culture of the music ensemble, the genre of music and the degree of autonomous learning were all factors influencing this relationship. These results generate numerous avenues for further research, and add to the growing body of knowledge on music participation and social behaviour in adolescent boys.

2008-05-25T00:00:00Z Sebastian, Samantha https://hdl.handle.net/2123/2241 2026-05-05T03:34:11Z 2008-03-03T00:00:00Z

A multi-case study of the ways music learning is used to meet the social, emotional and cultural challenges experienced by refugees and asylum seekers in Sydney Sebastian, Samantha This is a study of the ways in which refugee and asylum seeker learners benefit from engaging in community music programs during resettlement or detention. It explores the means by which music learning can address the social, emotional and cultural challenges often experienced after forced migration. This study examines three specific case study contexts: a choir, a general music education program and drumming workshops. As an intrinsic study, this thesis examines the circumstances particular to each case. Using participants’ accounts, observations of learning experiences and program documents, it explores the impact of the organisers’, teachers’ and learners’ expectations of and approaches to the programs. In addition, this project presents successful pedagogical principles on which others working with exiled communities can reflect. A close investigation of factors such as the learning environment, participants’ perceptions of music and motivations for involvement reveals self-identity as a core issue through which the various social, emotional and cultural challenges may be addressed.

2008-03-03T00:00:00Z Curotta, Laura https://hdl.handle.net/2123/2179 2026-05-05T03:34:10Z 2008-01-08T00:00:00Z

An exploration of a student string quartet as a model of cooperative learning Curotta, Laura This descriptive case study explores the functioning of a student string quartet during rehearsal. Through the theoretical lens of social constructivism, this study seeks to develop a meaningful interpretation of the phenomenon of student chamber music rehearsals. Using a qualitative methodology, this study employs the data collection techniques of non-participant observation, group and individual interview to construct a rich description of the interactions and processes which make up the participants’ rehearsal environment. The data indicate that rehearsals are a complex phenomenon and involve: the musical and social coordination of the group, an agreed sense of leadership, a regular rehearsal structure, and the group members’ individual and collaborative construction of meaning through verbal discussions. External factors, such as upcoming concerts and master classes, appeared to have a positive effect on the group’s perceived level of mental focus during rehearsals. The group’s democratic style of leadership was found to permeate most aspects of the rehearsal process, in particular their mutual construction of meaning. Comparisons are made with the similar functions, leadership and achievements of cooperative learning groups, leading to speculation about further educational implications of this study.

2008-01-08T00:00:00Z Riley, Emma https://hdl.handle.net/2123/2177 2026-05-05T03:34:10Z 2008-01-08T00:00:00Z

The effects of a Cuban musical exchange trip on the musical journeys of students from a Sydney high school Riley, Emma This ethnographic study provides a qualitative account and analysis of the ways in which students’ musical journeys are enhanced through cross cultural educational travel. Narrative reporting by Sydney High School students and other participants in a musical exchange trip to Cuba in December, 2006, highlights the learning experiences and types of learning which contribute to making such trips a context for deep learning. The rich data collected and analysed reveals observable personal and musical transformation as a result of the experiences and learning undertaken on the trip. A model for deep learning related to cross cultural exchange is developed, learning which emerges from the interaction between learning experience and types of learning that take place on such trips, and which emphasises experiential, reflective and serendipitous learning. The study includes recommendations deriving from cross cultural engagement and music exchange that relate to the design of effective and motivating learning experiences for students in more common music education contexts.

2008-01-08T00:00:00Z Corney, Laura https://hdl.handle.net/2123/2178 2026-05-05T03:34:11Z 2008-01-08T00:00:00Z

Teaching and learning within the cross-cultural transmission of West-African music in Australian community settings Corney, Laura This study aimed to uncover the strategies being used to teach West-African music in cross-cultural, community settings in Australia. It examined the motivations that govern the decisions to teach and learn traditional West-African music, as well as the influence of the philosophies and practices of West-African and Western music education on current pedagogy and music outcomes. The research design was that of an ethnographic multi-case study. Motivational issues included desire for entertainment, cultural experience, and improvement of skills. The musical skills and knowledge that teachers and learners wish to produce were categorised into immediate objectives of technique and rhythm, and long-term goals of stamina, self-direction, and deeper understanding of time and style. Emphasis on either long-term or short-term goals was found to affect strategies of teaching and learning. Changes to the learning environment were observed as having a major influence on traditional teaching methods, which are culturally incongruent with the pace of living and expectations of efficiency in Sydney. Adaptations to deal with these changes have resulted in supplementary verbal explanations, with atomistic analysis of rhythms. Additional learning tools used by experienced students included notation and recording devices. Concerns regarding the depth and authenticity of musical understanding as well as efficiency of learning are discussed.

2008-01-08T00:00:00Z O'Connor, Julie https://hdl.handle.net/2123/1417 2026-05-05T03:34:10Z 2007-01-18T00:00:00Z

Exploring the self-concept and identity of Sydney Conservatorium students with and without absolute pitch O'Connor, Julie Absolute Pitch (AP) is the ability to identify pitches without external references (Parncutt & Levitin, 2001). It is a rare ability that is more prevalent among musicians. This qualitative study explored the perceptions of Sydney Conservatorium of Music students through interviews, focusing on the value of AP possession, and implications for music self-concept. The study involved 12 Conservatorium University and High School students; six participants were self-nominated absolute pitch possessors, and the remaining six were categorised as relative pitch (RP) users. Through discussions of the value, prevalence and practicality of AP, the data suggested that AP is a highly desirable ability among Conservatorium students, and particularly valued by those who possess it. The results also suggested that RP students tend to have less positive self-concepts in aural perception and music theory, while having more positive self-concepts in other musical arenas. The majority of the AP participants had a desire to become a solo performer, and the RP participants’ tended to plan broader musical goals such as combining teaching and ensemble performance. These results suggested that the possession of AP has had a significant effect on the identity of these individuals.

2007-01-18T00:00:00Z Clarke, Shelley https://hdl.handle.net/2123/1418 2026-05-05T03:34:09Z 2007-01-18T00:00:00Z

The musical education of academically gifted and talented students: Teachers’ and students’ perspectives Clarke, Shelley This research project has been designed as a pilot study in a specific field of educational research that has not yet been thoroughly explored. The aim of this study has been to discover the perspectives of teachers and students in academically selective contexts regarding the quality and effectiveness of their music teaching and learning experiences. These educational contexts included Academically Selective High Schools, and Opportunity Classes in New South Wales State Schools. The themes that have been addressed in this study include the awareness of teachers of the special educational needs of their academically gifted and talented students, their ability to provide quality and appropriate music programs to these students, the issues that affect the quality of music programs in academically selective contexts, and the perceptions of the students regarding their levels of challenge and engagement in their classroom music lessons. This is a qualitative study, designed to reveal the perspectives and opinions of the participants, and to expose significant areas for further research.

2007-01-18T00:00:00Z