"Before The Curtain Call" Secondary Music Teachers’ Perspectives On School Musicals

Abstract

School musicals are commonly facilitated by music teachers in secondary schools in NSW. They are an opportunity for students to develop their musicality, form friendships and bonds with their peers and teachers, and improve academically and developmentally. Music teachers assume music responsibilities in these productions and may be expected to oversee a range of other roles. However, there is a paucity of literature on the expectations and experiences of music teachers. This qualitative study sought to explore the perspectives of secondary music teachers in NSW regarding the factors that influenced their experience and facilitation of their school musicals. Seven teachers were interviewed, and data was analysed using thematic analysis. A Communities of Practice framework was applied to the interpretation of data. Six themes were identified. Music teachers took on multiple roles and responsibilities dependent on the support models of their school, levels of funding and resources. Their knowledge and skills in musical theatre were mostly acquired during the production. Teachers commonly collaborated within communities of practice to fulfil their responsibilities during their school musical. Student success kept teachers motivated despite the challenges of meeting multiple demands and the personal and professional sacrifices they made. The study revealed the importance of offering support and developing teacher capacity in school musical production through a Communities of Practice approach.