Challenging constraints or constraining challenges: Preservice primary music education across the Tasman
Tertiary music educators are faced with challenges associated with the enactment of curricula in pre-service education courses within time constraints. As a result, considered choices need to be made regarding content and pedagogical approaches based on what they deem to be valuable, memorable and...
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| Format: | Article |
| Language: | English |
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Tuwhera Open Access Publisher
2017-09-01
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| Series: | New Zealand Journal of Teachers' Work |
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| Online Access: | https://ojs.aut.ac.nz/teachers-work/article/view/103 |
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| author | Robyn Margaret Trinick Dawn Joseph |
| author_facet | Robyn Margaret Trinick Dawn Joseph |
| author_sort | Robyn Margaret Trinick |
| collection | DOAJ |
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Tertiary music educators are faced with challenges associated with the enactment of curricula in pre-service education courses within time constraints. As a result, considered choices need to be made regarding content and pedagogical approaches based on what they deem to be valuable, memorable and transferrable. Using narrative methodology, two tertiary educators across the Tasman share their views about what they prioritise in their music education courses and how these choices are informed. Both authors face similar challenges, and share the view that the teaching of music goes far beyond entertainment. They uphold that music education provides a rich context to develop not only knowledge, skills and understandings about music itself, but also to address social, cultural, linguistic, cognitive and affective domains of learning, to name a few. This article looks at some of the ways the authors effectively support beginner teachers to address the music components of their respective national curriculum statements. While constraints of time in teacher education programmes is not a new phenomenon, the intention of this article is to highlight the benefits of music education, and encourage other educators to critically reflect on choices made in their own teaching contexts under challenging constraints.
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| format | Article |
| id | doaj-art-691c7220230548b7871c8bbbfa540d84 |
| institution | OA Journals |
| issn | 1176-6662 |
| language | English |
| publishDate | 2017-09-01 |
| publisher | Tuwhera Open Access Publisher |
| record_format | Article |
| series | New Zealand Journal of Teachers' Work |
| spelling | doaj-art-691c7220230548b7871c8bbbfa540d842025-08-20T02:03:13ZengTuwhera Open Access PublisherNew Zealand Journal of Teachers' Work1176-66622017-09-0114110.24135/teacherswork.v14i1.103Challenging constraints or constraining challenges: Preservice primary music education across the TasmanRobyn Margaret Trinick0Dawn Joseph1University of AucklandDeakin University, Melbourne Tertiary music educators are faced with challenges associated with the enactment of curricula in pre-service education courses within time constraints. As a result, considered choices need to be made regarding content and pedagogical approaches based on what they deem to be valuable, memorable and transferrable. Using narrative methodology, two tertiary educators across the Tasman share their views about what they prioritise in their music education courses and how these choices are informed. Both authors face similar challenges, and share the view that the teaching of music goes far beyond entertainment. They uphold that music education provides a rich context to develop not only knowledge, skills and understandings about music itself, but also to address social, cultural, linguistic, cognitive and affective domains of learning, to name a few. This article looks at some of the ways the authors effectively support beginner teachers to address the music components of their respective national curriculum statements. While constraints of time in teacher education programmes is not a new phenomenon, the intention of this article is to highlight the benefits of music education, and encourage other educators to critically reflect on choices made in their own teaching contexts under challenging constraints. https://ojs.aut.ac.nz/teachers-work/article/view/103music educationprimarycurriculumcritical reflection |
| spellingShingle | Robyn Margaret Trinick Dawn Joseph Challenging constraints or constraining challenges: Preservice primary music education across the Tasman New Zealand Journal of Teachers' Work music education primary curriculum critical reflection |
| title | Challenging constraints or constraining challenges: Preservice primary music education across the Tasman |
| title_full | Challenging constraints or constraining challenges: Preservice primary music education across the Tasman |
| title_fullStr | Challenging constraints or constraining challenges: Preservice primary music education across the Tasman |
| title_full_unstemmed | Challenging constraints or constraining challenges: Preservice primary music education across the Tasman |
| title_short | Challenging constraints or constraining challenges: Preservice primary music education across the Tasman |
| title_sort | challenging constraints or constraining challenges preservice primary music education across the tasman |
| topic | music education primary curriculum critical reflection |
| url | https://ojs.aut.ac.nz/teachers-work/article/view/103 |
| work_keys_str_mv | AT robynmargarettrinick challengingconstraintsorconstrainingchallengespreserviceprimarymusiceducationacrossthetasman AT dawnjoseph challengingconstraintsorconstrainingchallengespreserviceprimarymusiceducationacrossthetasman |