Victorian Music Workshop Report

Victorian Music Workshop Report

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Victorian Music Workshop Report 3 About the School Music Action Group 7 Purpose of Action Group 7 Executive Summary 8 Victorian Music Workshop 10 Background 10 National Response 10 Victorian Response 10 Shape of the Workshop 11 Workshop Communiqué 12 Recommendations from the Victorian Music Workshop 13 1. Status of Music 13 2. Access and equity 14 3. Primary Music Education 15 4. Classroom, instrumental and vocal music programs 16 5. School Leadership in Music Education 18 6. Facilities and Equipment 19 7. Pre-service teacher training for specialist music teachers 20 8. Pre-service teacher training for generalist primary teachers 21 9. Professional development for teachers 22 10. Curriculum 24 11. Creating Time within the Curriculum for Music Education 26 12. Technology in Music Education 27 13. Music Education Support Services 28 14. Partnership development in Music Education 29 15. Accountability and reporting 30 APPENDICES 31 Appendix 1 Key Note Address 31 Appendix 2 Workshop Presentations 35 Presentation 1: Teacher Education, Training and Teacher Professional Learning. Dr Neryl Jeanneret, The Univesity of Melbourne 35 Presentation 2: Curriculum and Policy: The Next Step (response to Action Point 2 from the National Music Workshop report and recommendations from the National Review of School Music Education) Mandy Stefanakis, Head of Music, Christ Church Grammar School 37 Presentation 3: Curriculum Provision and Implementation Louise Downie, Principal, Mentone Park Primary School 39 Victorian Music Workshop - Attendees List 42

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Foreword 5 The Victorian Music Workshop (VMW) held in April 2007 experienced unprecedented support from over one hundred delegates representing all areas of state, catholic and independent schools, tertiary institutions, professional music companies, community music providers, parent organisations and the music industry. This was a reflection of the enormous concern there is for the state of school music education in Victoria at this time. This concern was initially reflected in the 6,000 national submissions to the National Review of School Music Education (NRSME), 1,419 of which were from Victoria, the largest number received from any state or territory. Concern for the state of music education in Victorian proved to be justified when the Review revealed that music education in Australian schools was in a state of crisis. Serious issues related to the poor status of music in schools, its variable quality, and its limited provision with 10 per cent of Australian children missing out altogether. In fact the statistics also substantiated the findings of the Stevens Report, commissioned by the Music Council of Australia in 2003, which found that Victorian students could complete 13 years of schooling without participating in any form of music education i. This is a reflection of the poor status of, and regard for, the benefits of a music education for the primary and secondary school students despite the mounting research which shows its undisputable value. The NRSME included the study of a number of exemplary programs reflecting examples of effective or best practice. These programs demonstrated how beneficial music education is to the child, benefits which are strongly supported by a large body of research, some of which is cited in the NRSME, including references to the empirical research documented in Champions of Change ii, a longitudinal study of 25,000 US school students. Findings showed that a competently delivered, sequential developmental music education can be a doorway to achievement and engender integrated development in a very large range of competencies. Indeed, music learning nurtures the integrated development of the affective, creative and cognitive competencies. But, more importantly, there is empirical evidence to support the claim of the power of music to bring joy and beauty to people s lives, transform the human experience, exalt the human spirit, and to induce multiple physiological and emotional responses (Sloboda, 1992). iii We know that music is not a mere adornment of life but a basic manifestation of being human. It is essential to the development of the whole person and to the soul of the nation. It is, therefore, essential learning for the 21st century. Music education in Victorian schools has gone through periods of growth and decline but it has never recovered from the unprecedented cut and transformations in the early 1990s when 50 per cent of secondary schools, and an even larger number of primary schools, were forced to reduce or close their music programs (Lierse, 1999). iv At the same time: Music lost its identity and became one of the Arts in the Primary to Year 10 Frameworks and subsequent documents Universities reduced their pre-service primary music education component to as little as 8 hours total Regional music support centres were closed The detrimental effects of these education policies are now having their effects. The need to reverse this decline is urgent. Futhermore: There is evidence that parents expect that their children will have access to school music programs and the option of studying a music instrument (Australian Music Association, and Lierse 1998). v There are demonstrated links with music and the development of literacy and numeracy skills and capabilities of children (Catterall & Waldrorf, 1999) Literacy and numeracy are best promoted through a broad and balanced curriculum which includes, rather than excludes, the arts (Catterall & Waldrorf, 1999) Studies show there are substantial and significant differences in achievement and in important attitudes to behaviour between youth involved in the arts on the one hand, and those with little or no arts engagement, vi Music is socially, culturally and economically important. According to the Music Council of Australia s Knowledge Base (2007), our music industry is worth around $6.8 billion each year. vii Appropriate investment in music education provisions by governments is therefore justified on these measures. The intellectual, creative, social and aesthetic benefits of effective music education will assist Victorian students achieve the stated outcomes in Federalist Paper 2. viii The most critical issues facing the provision of music education in Victoria were clearly articulated in the NRSME, the National Workshop Report (NWR), and supported by Victorian Workshop delegates. This Victorian Report offers an action plan to redress the inadequacies in the effective provision of music education in Victorian schools. We call on the governments, both state and federal to urgently take action in conjunction with Universities and the music community to address the critical issues, and take this extraordinary opportunity for leadership in the transformation of music education in Victorian schools. Dr Anne Lierse Chair of the School Music Action Group (smag) on behalf of the Victorian Music Workshop planning and implementation Committee (see appendix for membership of the Victorian Music Education implementation Committee and smag members)

6 i Stevens report. (2003) Music Council of Australia. Trends in School Music Education provision in Australia ii Catterall, J.S., & Waldrorf, L. (1999). Chicago arts partnerships in education. Executive Summary evaluation. In E Fiske (Ed), Champions of change: The Impact of the Arts on learning, Washington DC: The Arts Partnership and the President s Committee of the Arts and Humanities (pp. (viii x). iii Sloboda, J.A. (1991). Music structure and emotional response: some empirical findings. Psychology of Music, 19, 110-120). iv Lierse, R. A.(1998). The effectiveness of Music Programs in Victorian Government Secondary Schools 1995 & 6. Unpublished Doctoral Thesis. Monash University. v Australian Music Association (2001 and 2007) Australian Attitudes to Music. vi Catterall, J.S., Capleau, R.,Iwanga, J. (1999), Involvement in the arts and human devopment: General involvement and intensive involvement in music and theatre arts. In E Fiske (Ed), Champions of change: The Impact of the Arts on learning, Washington DC: The Arts Partnership and the President s Committee of the Arts and Humanities (pp. 1-18). vii Music Council of Australia Knowledge Base http://mcakb.wordpress.com. viii Australian State and Territory Government (2007) A report by the States and Territories. Federalist Paper No 2, The Future of Schooling in Australia.

Victorian Music Workshop Report 7 About the School Music Action Group The School Music Action Group (smag) was formed immediately following the Victorian Music Workshop in April 2007. smag brings together representatives of the key music education community including teachers and principals as well as, representatives from the tertiary music and education sectors, music /arts bodies and the music industry. The purpose of smag is to unify the music education sector and its stakeholders. Mission Statement The School Music Action Group works cooperatively with the State and Federal governments, Universities and the music sector to ensure that the recommendations of the NRSME are adopted and implemented throughout the State of Victoria. Vision That every child in Victorian schools has access to a quality music education that is taught by professionally trained teachers. Purpose of Action Group To promote high quality school music education in all schools in Victoria To be a representative voice from all sectors supporting music education in schools To promote the value and status of school music education throughout the Victorian education sector and in the wider community To comment as appropriate upon matters relating to school music education To encourage and assist societies and organisations concerned with school music education and the professional development of teachers To promote singing as a foundation for developmental music education programs in all early childhood, primary and secondary settings To promote the inclusion of continuous, sequential and developmental music study into the Victorian Essential Learning Standards Promote the expansion of pre-service education and ongoing professional development of teachers to meet the needs of the delivery of high quality music teaching

8 Executive Summary This document reports on the findings from the Victorian Music Workshop (VMW) held in April 2007. The Workshop undertook an examination of the recommendations from the National Review of School Music Education (DEEWR November 2006) and the action points from the National Music Workshop report (Australian Music Association March 2007) and considered them within the Victorian context. The National Review of School Music Education (nrsme) ded all stakeholders involved in music education in Australia with an opportunity to re-examine and re-evaluate school-based music learning challenging them to improve the status, provision and quality of music education in Australian schools. The Review found that the status of music was low and that access to, and the quality of, music learning was highly variable. The delegates to VMW agreed with the short comings noted by the Review nationally and that these applied equally to Victorian schools. This VMW report seeks to find ways of addressing these deficiencies taking into account our uniquely Victorian circumstances, policies and educational structures. This report first and foremost acknowledges the important role that the Victorian Government can play in assisting in the establishment and maintenance of an environment through which Victorian students can access the aesthetic, intellectual, social and cultural benefits of effective school based music programs. These benefits will in turn deliver the kinds of educational, social and economic outcomes sought by the Victorian Government through the Federalist Paper 2: The Future of Schooling in Australia. It also acknowledges that achieving these improvements will take a collective effort from the music sector including teachers, schools, universities, community groups and the music industry. It is a matter of urgency that action is begun immediately with the understanding that a sustained effort will be required over a number of years. Key suggested actions Adoption of the following actions will result in the successful implementation of the recommendations of the NRSME here in Victoria: 1. 2. Status of Music That the Victorian Government, its departments and authorities explicitly and unambiguously develop statements and policy that demonstrate to Victorian school systems, school leaders, teachers and parents the role, extent and benefits associated with music learning in Victorian schools. These statements should demonstrate linkages to the The Future of Schooling in Australia report That continuous, sequential and developmental music programs from P to Year 10 (as outlined in the NRSME s Guidelines for Effective Music Education) be explicitly supported within the VELS framework and throughout Victorian schools That the Victorian Department of Education and Training and other stakeholders recognise the extent of parental and community demand for music education and assist schools by promoting music education program models that effectively include music learning within the timetable to all Victorian schools Work with the Commonwealth and other States through MCEETYA (and other mechanisms) to ensure reporting on participation and attainment in music education is achieved as outlined in the NRSME report Access and Equity Provide sufficient teachers with adequate training and skills to provide quality music education for all Victorian school students Collaborate with the Victorian Institute of Teaching, so that by 2012 all generalist primary teachers who complete their training can demonstrate an appropriate level of music competency before entering the classroom

Victorian Music Workshop Report 9 3. 4. 5. 6. 7. 8. 9. Provide special programs so all students in special education settings have a meaningful music education experience delivered by music specialists Further expand opportunities for students identified as gifted and talented so they have access in school and/or in the community to music programs that will enhance their development Primary Music Education Over time increase the number of specialist music teachers and extend the provision of instrumental music programs throughout the primary years in all Victorian school systems. Realistic and achievable benchmarks should be set at intervals of three years, that is 2010, 2013 and 2016 Access to Instrumental and Voice-Based Programs and Activities Provide all necessary resources so that every Victorian school student has the opportunity to participate in continuous, sequential and developmental instrumental and voice based music programs That students with interest and talent in these areas are provided opportunities to access sustained supportive programs School Leadership in Music Education Affirm to school leadership, parents and the community the benefits and value of music learning Explicitly communicate and reinforce the value of music learning, including the non-musical benefits through policy statements and reports such as The Future of Schooling In Australia report Facilities and Equipment Provide funding for facilities and equipment where school leaderships have chosen to include music learning as part of their schools program so that they may to deliver programs in line with Guidelines for Effective Music Education from the NRSME That schools and/or classrooms where teachers can currently demonstrate effective music skills are suitably resourced through the provision of teacher resources and materials and core music education equipment Pre-service Teacher Training for Specialist Music Teachers; and Pre-service Teacher Training for Generalist Primary Teachers That specific competency measures for both future specialist music teachers and generalist primary teachers be developed as part of future teacher accreditation processes by the Victorian Institute of Teaching That demonstrated music skills be a requirement of teacher registration no later than 2012 Professional Development for Teachers That the VDET, universities, the music sector and school leaders develop a continuous professional learning program for all teachers, both generalist and specialist within music education Over the longer term, work with the music and tertiary sectors to establish a Victorian Institute of Music Education. This entity would develop high performance skills amongst teachers and trainers to support Professional Development programs and school mentoring 10. Curriculum That a rationale that informs teachers of the VELS framework and states what music is (and isn t) with respect to the other subjects bundled in the Arts KLA be developed and distributed That the support materials for music education already developed for the VELS framework are distributed and promoted to Victorian teachers and that the understanding and use of these materials be supported through professional development programs via VCAA and professional music/teaching bodies That further curriculum and teaching resources focusing on student music literacy are developed and promoted to all Victorian primary schools That the Victorian Government work with other jurisdictions to implement a national curriculum for music education over time 11. Creating Time Within The Curriculum For Music Education Ensure that music education has the status of a core area of learning and is therefore allocated adequate time within the curriculum That particular effort be made to increase time for music education within primary schools 12. Technology in Music Education 13. Actively support teachers and schools who seek to develop or extend their music programs utilising music technology by providing funding, facilities and equipment That the on going development of digital capabilities within all schools include those that support music learning through the use of computers and other digital devices Music Education Support Services That the Victorian Government re-examine teacher support functions such as advisory teachers, curriculum specialists and music education officers with the view of improving access by students to music learning and improving the quality of provision 14. Partnership Development in Music Education Work with the music sector to maximise resources that allow for the universal provision of a quality music education for all Victorian school student 15. Accountability and Reporting Include music education in the assessment process outlined in the Reporting on Performance section of The Future of Schooling in Australia report. With the requirement that assessment take place at an individual, school and systemic level as stated in that document Support and encourage the adoption from the Guidelines for Effective Music Education of evidence-based evaluation processes founded on authentic and rigorous assessment to the support ongoing improvement and development of school music programs

10 Victorian Music Workshop Background The staging of the Victorian Music Workshop (VMW) was a local response to the 2005 National Review of School Music Education (NRSME) undertaken by the Federal Government through the now Department of Education, Employment and Workplace Relations (DEEWR) together with the now Department of Environment, Reconciliation and the Arts (DERA). The NRSME examined the status, quality and provision of music education in Australian schools at this point of time and offered 16 major recommendations to improve and develop music within schools in the future. The Review also considered international practice with respect to music education and summarised the case for the inclusion of music within the curriculum for reasons of aesthetic, intellectual, social and personal development. Core to the Review were the Guidelines for Effective Music Education which outline the key actions and responsibilities of all music education stakeholders. These guidelines provide systems and sectors with the basis for making judgments on the overall health of music education and the actions required to achieve best practice outcomes. These Guidelines provide a benchmark for a satisfactory music education for Australian students. National Response Following the release of the NRSME, the then Federal Education Minister Dr Brendan Nelson asked that the music sector come together and discuss ways in which the recommendations of the NRSME could be turned into practical outcomes capable of being implemented by the Commonwealth, states and the music sector more broadly. The mechanism for this was the National Music Workshop held in Melbourne in August 2006. This event was attended by around 170 invited representatives from the broader music sector, teachers, principals and a representative of each of the State and Commonwealth Governments. Four themes were examined in detail during the Workshop: Teacher education Curriculum policy and content Curriculum provision and implementation Partnerships in music education The report from the NMW was accepted by Federal Education Minister Julie Bishop in March 2007, with the commitment that several of the action points from the Workshop be carried forward with immediate effect. These were: The development of a music education portal The staging of a national music event The establishment of a Music Education Advisory Group to continue to develop and implement the recommendations and action points of the NRSME and NMW That the Federal Minister would take the recommendations and action points to Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA) for further discussion with the states and territories We are pleased to say that each of these actions has now either taken place or is about to commence. Furthermore, the Federal Labor Party has committed in its 2007 election agenda to implement the recommendations of the Review should it be elected. Therefore, the Review has received bi-partisan support at the federal level. Victorian Response It is on this basis that a number of interested individuals and groups have sought to gather and discuss how the recommendations and action points of the NRSME and NMW might be advanced here in Victoria. The outcomes of this Victorian Music Workshop form the basis of this report. In all, around 80 individuals attended the Workshop representing teachers, principals, parent groups, the tertiary sector, the music /arts sector, community groups and the music industry. Despite the diversity of this group a number of common themes emerged from the discussions. Key amongst these themes were: The need to build on the work already undertaken through the NRSME and NMW The need for teachers, universities, music industry and others to engage with the Victorian government and Victorian school leaders as partners with the view to improving the status, access, provision and quality of music education in this state This document extensively references the materials published in both the NRSME and NMW reports. The purpose here was not to re-write or re-invent the NRSME and NMW reports but examine how these might be implemented within the Victorian context. As such, each of the NRSME recommendations is re-examined from a Victorian perspective taking into consideration some of the unique aspects of the Victorian education system such as the VELS framework and the de-centralised decision making and management structures.

Victorian Music Workshop Report 11 This report also recognises and seeks to integrate its recommendations and action points with the work undertaken by the states and territories in developing future education policy, through Federalist Paper 2, The Future of Schooling in Australia, published by the Department of Premier and Cabinet Shape of the Workshop The delegates met for a full day on April 21, 2007. In total, eight themes were examined in some detail. These themes were based on the action points that were developed during the NMW and presented to Minister Bishop in the NMW report. The themes were: The elevation of the status of music The establishment of a national model curriculum The integration of music within the curriculum The need to build momentum and to continue to develop and implement an agenda for the renewal of music education Teacher training, including professional development The role of music in the primary school The creation of music education resources The measurement and assessment of music education programs Noted conductor and music educator Richard Gill OAM delivered the keynote speech. Additionally, experts presented their perspectives on three of the critical issues: Teacher education (Dr Neryl Jeanneret, University of Melbourne) Curriculum (Mandy Stefanakis, Christchurch Grammar School, South Yarra) Provision of music in school, particularly in primary schools (Louise Downie, Principal Mentone Park Primary School) Transcripts of these presentations and discussions can be found in the Appendices of this report.

12 Workshop Communiqué At the conclusion of the Victorian Music Workshop, the participants: Re-affirmed the findings of the National Review of School Music Education and its recommendations Sought the adoption of the Review s Guidelines for Effective Music Education as the blueprint for the re-invigoration of music education throughout Australian schools Request that the Victorian Government Affirm its support for the recommendations of the National Review of School Music Education Over time increase student access to a specialist music teachers from P to Year 10 so that ultimately all Victorian students have access to a continuous, sequential and developmental as outlined in the NRSME In conjunction with universities revise pre-service and continuing teacher training and development so that Victorian students can be assured of having a quality music education. Within this framework ensure that generalist primary teachers are required to demonstrate their musical skills as part of future Victorian Institute of Teaching registration processes Make a commitment to providing quality music education for all Victorian students irrespective of geographical location or economic situation Reinforce the value and importance of music within the current VELS and VCE frameworks Support the concept of a national model curriculum for school music which is: accessible for both specialist and generalist teachers meets the needs of students includes opportunities for all students to participate in instrumental or vocal performance programs Work co-operatively with the Federal Government and the music sector to ensure that over time the recommendation of the NRSME, and in particular the Guidelines for Effective Music Education, are adopted and implemented in schools throughout the State of Victoria Pro-actively support the initial Federal responses from the NRSME and NMW being: ASME National Teaching Awards Music education portal National School Music Education event Actively participate in the Federal Government s Music Education Advisory Group Report the standards, extent and outcomes of school music provision and quality in an accurate, timely and open manner Make a commitment to providing quality music education for all Victorian students inclusive of students with special needs and gifted and talented students

Victorian Music Workshop Report 13 Recommendations from the Victorian Music Workshop 1. Status of Music ISSUE: The value, status and quality of school music education needs to be recognised and promoted throughout the Victorian education sector, including state, catholic and independent education systems Context: The National Review of School Music Education (NRSME) makes a strong case, based on Australian and international research, for music being included and valued within the curriculum (Chapter 2, pp 6 11). The Report points to an array of benefits associated with music learning including intellectual, social, personal and aesthetic outcomes. These findings, outcomes and benefits are consistent with Chapter 4 of The Federalist Paper 2 The Future of Schooling in Australia (April 2007) and in particular the statements concerning commitments to parents and students. Discussions during the NMW demonstrated a range of further benefits that included cultural and community benefits, as well as positive employment and economic outcomes. Again these outcomes are consistent with those sought by the states and territories through The Federalist Paper 2: The Future of Schooling in Australia document. Despite the recognized benefits associated with music learning, the NRSME report notes that there are many variables associated with the provision of music learning in schools, particularly in regard to equality of access to participation in music. While there are exemplar programs, the issue of equity of access is a particular issue within the primary school sector. It is recognized that in the Victorian context decisions of what is, or is not, provided to students by way of curriculum is the responsibility of the principal and school council. Nonetheless, there is a strong case for the State Government to provide appropriate resources to enable principals and school councils to provide quality music education for the benefit of all Victorian students. 3. 4. 5. 6. 7. Music Education Advisory Group The music education portal The ASME National Music Education Teaching Awards The FLAME awards The Music. Count Us In, music education and awareness program Work in cooperation with the Victorian School Action Group (smag) Promote the provision of continuous, sequential and developmental music which includes both voice-based, instrumental and creative classroom programs (as outlined in the NRSME s Guidelines for Effective Music Education) within the VELS framework to principals, school councils, teachers and parents Support and resource principals and school councils by way of specialist music staff, facilities and equipment to develop and expand music programs within their schools Undertake to deliver more explicit statements on music education outcomes (within the context of the Arts KLA). This includes sequential music education with a minimum requirement that includes music literacy and singing Pro-actively promote music highlighting the many high achieving and emerging programs from around Victoria. Encourage those schools with strong or emerging programs to be mentors for teachers, principals and schools councils who desire to include or develop music within their schools References: NRSME Report Recommendations 1, 13 National Music Workshop Communiqué Item 2 National Music Workshop Action Point 1 Suggested actions from the Victorian Music Workshop That the Victorian Government: 1. Work in co-operation with other jurisdictions to improve the quality, provision and status of music in schools as outlined by the NRSME and detailed in the Guidelines for Effective Music Education That the Victorian Music Sector and Community Music Organisations: 8. 9. Actively engage and work with the Victorian Government, in particular the Victorian Department of Education and Early Childhood Development (DEECD), The Victorian Curriculum Assessment Authority (VCAA) and the Victorian Institute of Teaching (VIT) to improve the status of school music as outlined above Actively promote and support music education in Victorians schools. This includes professional bodies, genre/pedagogy organisations, industry and the tertiary sector. 2. Be an active participant and contributor to the events and activities that seek to enhance the status of music that resulted from the NMW namely:

14 2. Access and equity ISSUE: Access by Victorian students to music education is currently highly variable (as it is nationally). In particular there are significant deficits in the opportunity to participate and engage in continuous, sequential and developmental music programs, especially during the primary years. Context: The NRSME found that significant numbers of students have no access to music learning as part of their schooling, and that a further, even larger, group had access to limited music education opportunities. Generally, this second group while having some music learning did not enjoy the benefits of a continuous, sequential and developmental music program. The NRSME noted that students in country areas and those from low socio-economic backgrounds were often the most disadvantaged. A precursor the NRSME, Trends in the Provision of School Music Education (Music Council of Australia, Stevens et al 2001) suggested that there was a significant disparity in music education provision between the independent system and state and catholic schools. Significantly, parents place a high value on the provision of music as part of their child s education. The Australian Music Association s Australian Attitudes to Music Survey (2001) shows that 87% of parents expect that music is offered as part of the curriculum at school. Similar results were again recorded in the 2007 repeat of this study. This is supported anecdotally by one of the presenters at the Victorian Music Workshop, Louise Downie, Principal of Mentone Park Primary School, who told the audience that one of the first questions she is asked by prospective parents is, Does the school have a music program? Of particular importance is access to music in primary schools. Unfortunately, this is generally where the greatest deficits in provision exist. Primary music education is critical in terms of the students musical development, including music literacy. It also coincides with the period of development where music has the most significant non- music outcomes for students: these benefits include positive impacts on the child s literacy and numeracy abilities, as well as physical (particularly spatial perception), personal, social, emotional and aesthetic development. The educational outcomes sought by the Victorian Government, as outlined in The Future of Schooling in Australia report, are entirely consistent with improving access to music learning in Victorian schools. Significant improvements in access to music learning will take time, effort and money. However, NRSME strongly suggests that the benefits outweigh the costs and that there are no valid reasons for denying students access to music education. Such action would require a collaborative effort on behalf of the Victorian Government with both the music and tertiary sectors in this State. Already there is a proliferation of community and education groups in Victoria dedicated to enhancing music education experiences for all students in the State. This is unsurpassed by any other subject area and these groups stand united in their desire to work with the Victorian Government to foster and implement music education initiatives. References: NRSME Report Recommendation 2, National Music Workshop Communiqué Item 3b, 4 National Music Workshop Action Point 1 Suggested actions from the Victorian Music Workshop That the Victorian Government: 1. Provides sufficient teachers with adequate training and skills to provide quality music education for all Victorian school students 2. Adopt, promote and support The Guidelines for Effective Music Education as outlined in the NRMSE report. These Guidelines are entirely compatible with the VELS approach thereby assisting teachers and school leaders in shaping effective music programs for their students 3. 4. Through systems/sector education planning, ensure that schools have access to teachers who can deliver effective music programs, and that the teachers are supported by sufficient physical and financial resources in line with the Guidelines for Effective Music Education (NRSME). In conjunction with education authorities, teacher bodies and the music sector, examine mechanisms that will allow the clustering and sharing of music specialists throughout both metropolitan and regional Victoria That Victorian Universities: 5. 6. 7. Work with the Victorian Government and the Victorian Institute of Teaching to ensure the availability of both generalist primary and specialist music teachers who are suitably trained and experienced in the teaching of music Collaborate with the Victorian Institute of Teaching, so that by 2012 all generalist primary teachers who complete their training can demonstrate an appropriate level of music competency before entering the classroom Increase the number of places in courses that can adequately prepare pre-service and practicing teachers for positions as primary and secondary level music specialists That The Music Industry And Publishers: 8. Develop and provide cost effective materials and equipment for non-specialist primary teachers working in conjunction with VCAA and support the adoption of these materials by teachers through the provision of professional development training by the States professional music and music teaching bodies That the music sector and the parent and school community: 9. Work collaboratively with the Victorian Government in establishing and sustaining continuous, sequential and developmental music programs for all students attending Victorian schools as outlined by the Guidelines to Effective Music Education, Section 4 of the NRSME

Victorian Music Workshop Report 15 3. Primary Music Education ISSUE: There are significant weaknesses in respect to the provision and quality of music education in Australian primary schools. Fundamental to this issue is the question of students having access to specialist music teaching. Context: The benefits of music learning are evident throughout a person s lifetime. However, music has the greatest impact if it is experienced and developed during the foundation years of learning, in pre-school and primary school education. In addition, the non-musical benefits, the linkages demonstrated through research with respect to music and numeracy and literacy, are most evident during the primary years. The question of music specialists in primary schools is an important one. Generalist teacher training in music education has been found wanting. The NRSME Literature Review tracks research dating back to 1969 that states, generalist teachers often do not have the skills or the confidence to deliver music programs effectively. While it is recognised that there are pros and cons in the generalist/specialist debate, on balance the NRSME weighed in favour of expanding the provision of specialist music teachers in primary schools with recommendation 14, that all primary schools have access to specialist music teachers. The reality of this recommendation is that it will take time to train teachers and to have them available to schools. In order to accelerate this process, opportunities could be created to attract music teachers currently out of the classroom back into the profession. The Report recommends the up-skilling of generalist teachers or the conversion of existing teachers with music competencies to specialists. Tasmania, Queensland and Western Australia commonly have specialist music teachers in the primary system. References: NRSME Report Recommendations 14 NRSME Report-Guidelines for Effective Music Education National Music Workshop Communiqué 3a, b c, 4,5,6 National Music Workshop Action Point 4, 6, 8 and Supplementary Point S1 and S2 National Music Workshop Appendix 3 Suggested actions from the Victorian Music Workshop That the Victorian Government: 1. Explicitly and unambiguously develop statements and policy that demonstrate to Victorian School systems, school leaders, teachers and parents the role, extent and benefits associated with music learning in primary schools. These statements should demonstrate linkages to the The Future of Schooling in Australia report. These statements need to be supported by actions including the following: Ensure Victorian primary schools have teachers who are skilled and confident in delivering music programs, ideally using the Guidelines for Effective Music Education from the NRSME Refer to sections 7, 8 and 9 on teacher education and professional development within this document 2. 3. 4. Support school leadership through increased access to funds for the development of music programs Refer to sections 4,5,6 and 12 on instrumental and vocal programs, school leadership, facilities and music technology provision within this document Over time, increase the number of specialist music teachers across all Victorian school systems. Within this context examine opportunities for clustering and other efficiency mechanisms to ensure that the resources allocated can be maximised across schools and sectors. Realistic and achievable benchmarks should be set at intervals of three years (that is 2010, 2013 and 2016) Over time, extend the provision of continuous, sequential and developmental programs based throughout the primary years. These should be based on the Guidelines for Effective Music Education from the NRSME. Realistic and achievable benchmarks should be set at intervals of three years (as for the previous point) Over time, extend the provision of instrumental music programs throughout the primary years. Realistic and achievable benchmarks should be set at intervals of three years (as for the previous point) That the Victorian Institute of Teaching: 5. Require all generalist primary teachers to demonstrate their music skills and capabilities prior to teacher registration with a target date of no later than 2012 That Universities and the music sector, including the music industry: 6. Support government action in developing and sustaining primary music education. These groups and organisations should undertake to contribute to a Victorian Government policy position that increases the status, provision and quality of music education during the primary years. For example: Revising or extending pre-service training (acknowledging the need for teachers to be more highly skilled in music) Developing conversion courses to assist in increasing specialist music teacher numbers Increasing professional development provision onto the primary years to supporting both specialist and generalist teachers Creating, promoting and distributing appropriately targeted curriculum resources and materials Working to more effectively integrate instrumental and classroom music activity Demonstrating the value of music education to school leadership, teachers and the community

16 4. Classroom, instrumental and vocal music programs ISSUE(S): Significant numbers of Australian students do not have the opportunity to participate in school-based music programs. Provision should be universal across all Victorian schools. Where particular students have demonstrated high levels of interest or talent in music, including instrumental and vocal performance, composition, and production they should have access to sustained programs and opportunities that will maximise their talent and skills Context: The NRSME found that access to school based music programs is haphazard. In particular, the Review noted that is an overall deficiency in programs that are continuous, sequential and developmental. These programs would normally include participation in classroom music 1 as well as either instrumental and/or vocal 2 activity and learning. The NRSME noted that in some states education authorities provided some centrally organised services and specialist teaching of instruments and the voice. These services were not universally available in any state and were seldom supported or underpinned through classroom music programs. In Victoria s case, much of the available capability has been devolved to the various education regions and schools. This has resulted in: Access to continuous, sequential and developmental music programs being very limited particularly within state primary schools Instrumental and vocal programs being limited to a relatively small percentage of State secondary school students Music education in the catholic system generally being difficult to access Conversely the vast majority of independent schools offer quality sequential, continuous and developmental K-12 music programs covering classroom, instrumental and /or vocal learning Where State school programs do exist they are frequently provided on a user pays, or on a part subsidised basis Where state school programs do exist they are often not of a continuous, sequential or developmental nature In some instances initial state funding for infrastructure and resources is no longer being matched by recurrent expenditure meaning programs have either ceased or continue under very difficult circumstances Of course there are many other issues impacting on the provision of school music programs, be they classroom, instrumental or vocal. These issues are dealt with in other sections of this Report. Significantly, the NRSME called for the support for a cohesive, inclusive, curriculum approach to music education that meets student needs and interests. This requires that classroom, instrumental and vocal music learning be offered and that the two streams of activity be integrated. The NRSME noted the importance and opportunity for singing to be a key focus of future music provision. It stated, Every child carries his or her own instrument with him or her and it is instantly accessible, flexible and useful for learning. The Victorian Music Workshop delegates supported calls for an increased focus on singing, using approaches that are developmental and sequential. Of particular concern to both the NRSME and the delegates attending the Victorian Music Workshop was the state of music education provision (or lack thereof) in many Victorian primary schools. The NRSME noted that the purpose of music programs was often misunderstood, the misconception being that music education only involves the playing of an instrument as an end. This view ignores the other values and benefits, including the nonmusical benefits such as intellectual, social and personal skill development. In its recommendation student needs and interests be supported through a cohesive, inclusive, curriculum approach to music education the NRSME seeks to highlight the issue of student engagement in school based music learning. This is especially the case for secondary school aged students. The NRSME seeks to ensure that systems, school leaders, teachers and teacher training institutions not only provide a quality music education but one that meets student needs and interests. The music learning provided should not be constrained to, for example, a singular focus on band, orchestra or choir, but rather offer programs that offer a wider range of options that may very well include the increased use of music technology, contemporary instruments and styles. The Review also noted that there is often a lack of integration between instrumental and vocal learning and the classroom music program. The Review stated that best practice involved the integration of musical performance into all music learning. While this is a challenge for teachers it is considered to be in the best interest of students. The Review stated that reform in this area was needed. The NRSME noted a number of Australian exemplar programs, including two Victorian State system schools being Ballarat High School and Dawes Road Primary school, Kyabram. The NRSME also noted the work being undertaken in the UK as part of the Music Manifesto, a Blair Government initiative and a potential model for increased activity here. References: NRSME Report Recommendations 8 and 9 NRSME Report-Guidelines for Effective Music Education National Music Workshop Communiqué 3b and 3d National Music Workshop Action Point 3

Victorian Music Workshop Report 17 Suggested actions from the Victorian Music Workshop For the Victorian Government 1. 2. 3. 4. 5. 6. 7. That the Victorian Government pro-actively support the Labor Party s policy platform on music education which states that it will create a comprehensive music education in our schools and educational institutions (Federal Arts Policy Statement September 2007). The Victorian Music Workshop and smag urges the Victorian Government to support this federal initiative. That the Victorian Government promote the value of music learning throughout Victorian schools, recognising the intrinsic value of music education and the associated intellectual, social and personal skills that are derived through sustained participation and engagement. That professional development opportunities for teachers be provided to ensure that they can effectively deliver music programs in their classrooms and integrate these activities within the VELS framework That the Victorian Government and the Victorian Institute of Teachers require new registering primary teachers from 2012 to demonstrate practical and pedagogical musical skills as a prerequisite for registration Assist schools financially in the development of instrumental and classroom music programs where the school leadership can demonstrate a level of interest and commitment to sustaining these programs in the long term Provide all new schools with the music resources required to establish and sustain music programs Where schools are using third party providers for music education provision, the Victorian Government and school leaders should ensure that the services provided are aligned and can be measured against The Guidelines for Effective Music Education from the NRSME Victorian Institute of Teaching 1. Primary teachers who can demonstrate musical skills capable of supporting classroom programs with outcomes consistent with those published in the NRSME s Guidelines for Effective Music Education should be included in any future advanced teacher classification personal musical skills and competency and that these skills will be required to be used when teaching in a school. The Victorian Music Workshop asks that the Institute makes unamgibuous statements in its publications regarding the value and importance of musical skills amongst generalist teachers, teaching in Victorian schools Universities 3. 4. 5. That Victorian Universities pro-actively support the federal Labor Government s policy platform on music education which states that it will create a comprehensive music education in our schools and educational institutions. (Federal Arts Policy Statement September 2007) through the provision of sustained, quality music education learning for all pre-service teachers Work with the Victorian Institute of Teaching and the Victorian Government to ensure that graduate teachers have the skills and confidence to undertake continuous, sequential and developmental music programs in their classrooms That Victorian universities ensure that sufficient time and focus is provided within teacher education programs to ensure undergraduate teachers leave their institution with sufficient skills and confidence to commence teaching music in the classroom The music sector 6. 7. The Victorian Music Workshop recommended that the sector, work with the federal and Victorian governments to examine how the provision of instrumental music programs can be introduced to more primary schools Private music education providers and organisations operating in Victorian schools should ensure that the programs offered are aligned to, and can be measured against, The Guidelines for Effective Music Education from the NRSME 1. Classroom music for the purposes of this report encompasses participation and learning in music fundamentals, singing and aural skill development, the playing of instruments, such as tuned percussion and other such instruments, appreciation and listening, creating and experimenting with sound. These elements can be found in most teaching approaches. 2. Vocal music for the purposes of this report refers to the development and training in the art of the voice and vocal repertoire, either solo or in a choral setting. Singing, the more general term, is used when referring to other activities using the voice but where the voice is the learning tool. In this context the term singing would apply to learning activities where the use of the voice is used to underpin the development of core musical skills such as aural development, music appreciation, and the fundamentals of melody, harmony and rhythm. 2. That the Victorian Institute of Teaching ensure that music competencies are a recognised part of a generalists primary teachers skill set. Prospective teachers should know that to be able to teach the Victorian curriculum they should have