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|Title: ||Listening in: New South Wales music educators’ reflections on teaching Higher School Certificate aural analysis|
|Authors: ||White, Rachel Anne|
|Issue Date: ||13-Jan-2016|
|Publisher: ||University of Sydney|
Conservatorium of Music
|Abstract: ||There is a wealth of literature concerning how music listening should be fostered in the context of secondary education. However, little research has been undertaken on how music educators actually approach the teaching of listening in Australian schools. The present study seeks answers to the following question: How is listening being taught in senior secondary music courses in schools across New South Wales? The senior secondary music syllabuses—the Music 1 and Music 2 courses—set the expected outcomes for students, and list the topics for study from which teachers must select. This affords teachers a degree of freedom regarding the selection of resources and source material, and there exists a measure of open-endedness in relation to the HSC Aural written examination at the end of the course, given that there are no prescribed musical works for study. Fourteen teachers were interviewed regarding their approaches, techniques and the resources they used in their classroom, and how they understood and evaluated their students' listening skills. Responses were transcribed, coded and analysed. The interviews revealed that music educators utilised a range of strategies and techniques when teaching analytical listening in the senior secondary music courses. Data also indicated differences among the participants concerning the extent to which the HSC Aural written examination shaped the ways teachers devised and structured their listening-specific lessons. Based on the interview data, a ‘Systematic-Intuitive Continuum’ was devised as a means of representing each teacher’s position in relation to the two key influences on the teaching of music listening—the HSC Aural written examination, and understandings of how best to develop student musicianship. Despite the diversity of teaching techniques and approaches, all teachers indicated that listening was a fundamental part of their music teaching and a key element in providing students with a worthwhile music education.|
|Type of Work: ||Masters Thesis|
|Type of Publication: ||Master of Music (Music Education) M.Mus.(Mus.Ed.)|
|Appears in Collections:||Sydney Digital Theses (Open Access)|
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|R White Masters thesis.pdf||Thesis||1.01 MB||Adobe PDF|
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