The status of music education : a specialist primary music teacher’s perspective
Over recent decades there has been a gradual decline in the teaching of music globally due to societal needs and associated political agendas. What once was valued for positive cultural influence has been overshadowed by the economical drive for productivity. No more is this true than within education where all areas of the curriculum need to be measured and justified for their contribution in building the skills for future generations (Arostegui, 2016). Tasmania, an island state in Australia is unique with most primary schools employing specialist music teachers (Collins, Dwyer & Date, 2020; Hoegh-Guldberg, 2013; Stevens, 2002) despite global trends, however the drive for quantitative measurable outcomes has seen pressures placed upon music teachers and their ability to provide quality programs. This study explored the challenges music teachers face, and the effect of these challenges on themselves, their students, and the profession. Nine primary specialist music teachers participated in three focus groups which highlighted significant areas of concern. Participants reported challenges in the way their role was valued by others from colleagues, students and families through to training institutions and registration bodies. Issues arose from resourcing, inadequate working environments, poor curriculum support, inadequate training, limited career opportunities, and poor health implications. However, despite such challenges participants in this study were resilient having faced major turning points in their careers, with their main motivation being intertwined with their personal and professional identity and their students’ success.
History
Sub-type
- Master's Thesis