|
[
Primary Music Education ] [
VCE Music ]
[ Sibelius ] [
Professional Development
]
SECONDARY MUSIC EDUCATION
Creating Music In
All Australian Schools for all students
For a long time, music education in
Secondary Schools has primarily centered on instrumental advancement. Whilst
this is a key component in the development of a student interested in a vocation
in music, it can on the other hand leave many other students within the regular
schooling environment feeling abandoned or un-catered for.
It has been a common practice that only
students with the ability to play a musical instrument were in a position to
fully benefit from music education within the Secondary sector. The Australian
Keyboard Academy believes that for Secondary music education to accommodate the
entire school community, music education needs to support other areas of music
interests, such as: careful listening, singing, analysis, composition,
improvisation, creativity and incorporate music technology and recording.
The 2005 National
Review of Music Education reports that:
"Students find music
technology particularly engaging. Yet there is a lack of evidence of music
technology being deeply embedded in schools particularly when compared with
its place in the music industry".
(Pascoe el at; 2005:129).
"From being a marginal
activity 50 years ago, music technology has become one of the biggest shows
in town and is involved in almost all mainstream music making. It impacts on
all styles and genres, and both schools and teachers need to address the
knowledge and skills that are deficit in this area"
(Pascoe et al; 2005:26).
Furthermore, one of the key
recommendation that Secondary music education need to address is:
"The need for a focus on
different kinds of music knowledge including a broader range of instruments
and more attention given to music technology, composition and improvisation"
(Pascoe et al; 2005:115).
The Australian Keyboard Academy believes that in order for
Secondary music education to prosper in the 21st century it must incorporate a
curriculum that places equality on performance, music creativity, composition,
improvisation, and music technology. Realising this will ensure all students
gain equal access to music education in Secondary School regardless of their
ability and prior music experience. In order to achieve equality in Secondary
music education, we are committed to the following:
1. Developing
strategies and innovative approaches in funding and resources;
2. Working
together with generalist and specialist music teachers to implement and
develop a sequential creative music program;
3. Provide
curriculum support materials and resources that cater for all students;
4. Provide
Professional
Development for teachers in music technology in particular Sibelius;
5. Assist
to implement keyboard laboratories in schools and on-going support and
training for teachers; and,
6. Provide
curriculum materials supporting music creativity, composition, and
improvisation.
The Australian Keyboard Academy welcomes the opportunity to
discuss how music can become a key area of study for all students in your School.
 
Pascoe, R., Leong, S., MacCallum, J.,
Mackinlay, E., Marsh, K., Smith, B., Church, T., and Winterton, A. (2005).
National Review of School Music Education: Augmenting the diminished. Australian Government Department
of Education, Science and Training.
Home
| 
