Musicians as teachers: Developing a positive view through collaborative learning partnerships

Previous research with classical instrumental musicians has highlighted the intrinsic benefits of teaching in addition to the perhaps more obvious benefits of securing a regular income, and yet despite the presence of educational activities in the portfolio of most musicians it remains on the periphery of many music performance programs. The hierarchical inference in musicians? self-report of success as a soloist, instrumentalist or teacher is perpetuated in the separation of education and performance students during their university education. This study investigated the effects of providing a positive engagement with teaching through a unit of study delivered to a combined cohort of 2nd year undergraduate music education, composition and performance students. The unit was designed to increase students? understanding of the realities of professional practice, and to form productive and mutually beneficial partnerships: promoting a better appreciation of career development and self-identity during the formative years of study. Students? responses were gauged with the use of surveys implemented at the commencement and conclusion of the unit. Performance and composition majors reported a positive change in their perception of the role of teaching in their careers, and music education majors reflected a growing awareness of the benefits of working in partnership with performers. The study demonstrated that positive teaching experiences within the training of musicians, increases the likelihood that students will plan a positive engagement with teaching

Engaging boys in music

This paper examines a high school in urban New South Wales in which music education is making a difference for boys. The school approach is examined through the lens of the Motivation, ‘e’ngagement, ‘E’ngagement (MeE) Framework, developed by researchers Munns and Martin (in 2005); and its activities provide opportunities to discuss educational benefits associated with the study of music: fostering multiple literacies, building self esteem, creating equitable access to the arts regardless of socio-economic background and most importantly, developing musical intelligence

Celebrating music in the local community : an academic service-learning project to bring music into children's lives in the local primary school

Academic service learning, or community engagement, has been developed by universities to provide mutually beneficial outcomes to the local communities using the expertise of their students who, through their engagement with the community enhance their knowledge, understanding and reflection skills. This paper describes a primary school based academic service learning project in which six undergraduate music students focussed on using and extending their knowledge and expertise in music and other art forms, by teaching the creative arts in a culturally diverse, low socio-economic primary school, and reflecting on their experiences. The students had no teacher education training, but were hoping to enrol in a teacher education course when they completed their B. Arts (Music) degree. Throughout the service-learning project the students worked with the teachers to present music-based creative arts lessons across different grades, as well as presenting music and drama workshops in an After School Arts Programme, thus providing the children with creative arts experiences which they may not have had otherwise. As the students reflected on their experiences, they developed their understanding of the children and their diverse backgrounds as well as enhancing and strengthening their own reflective and higher order thinking skills, their self-awareness and confidence in teaching and their learning and implementing effective teaching strategies in relation to music and the other creative arts. Mutually beneficial outcomes were achieved both by students and the school community, as a result of this academic service-learning project