Effective Music Teaching in New South Wales: How School Music Programs Promote Consistent High Achievement in the Higher School Certificate

Abstract

The aim of this study is to determine the key characteristics of high achieving school music programs in New South Wales (NSW), and to highlight the fundamental pedagogical practices of their teachers. It builds on previous research examining successful teaching practices. This thesis explores how effective teaching, positive school cultures and co-curricular programs support the consistent high achievement of students in the Higher School Certificate (HSC) teaching and examination context. It also explores the role of parents, gifted education, authentic learning, and the effect of the Australian Tertiary Admissions Rank (ATAR). It aims to fill a gap in the literature related to high achievement in music education in Australia, but more broadly in the areas of effective music teaching, gifted education, and how high achieving music programs benefit school cultures. This grounded theory study identified the top 10% of secondary school music programs in NSW through a quantitative analysis of HSC Music results from 2007–2016. Fifty teachers at 23 schools were interviewed about their pedagogy, processes, teaching philosophy, and the perceptions of music in the broader school community. The results of the qualitative data show that robust cocurricular music programs, expert teachers, and supportive leadership are key contributors to their students’ high achievement. Gifted pedagogy, authentic learning practices, and parental perspectives were reported as also influencing the provision of effective music programming. This research reinforces the need for equity in access to quality music education for all students and the importance of effective and informative advocacy.