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Western Australian Music Teachers and the WACE Music Syllabus Five Years down the Track: Where Are We Now?

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Title: Western Australian Music Teachers and the WACE Music Syllabus Five Years down the Track: Where Are We Now?
Language: English
Authors: Lowe, Geoffrey M., Sutherland, Andrew
Source: Australian Journal of Teacher Education. Nov 2014 39(11).
Availability: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Music Teachers, Music Education, Course Descriptions, Teaching Experience, Teacher Attitudes, Questionnaires, Curriculum, Educational Philosophy, Outcomes of Education
Geographic Terms: Australia
ISSN: 0313-5373
Abstract: Western Australia introduced a new Western Australian Certificate of Education (WACE) Music course for Year 11 and 12 students in 2009. The construction of the course was protracted due to political interference at the ministerial level, input from vested interests within the music teaching community and adverse publicity in the wider community. The result has been the creation of a long and potentially confusing syllabus document. This paper reports on music teacher experiences with the WACE music course five years after its initial implementation. A questionnaire was distributed to all WACE music teachers asking them to respond to 27 statements drawn from a literature review relating to course design in music education, and the WACE syllabus document. At the end of the questionnaire, participants were invited to provide extended responses regarding the new course. Extended responses were frequently negative and sometimes contradictory, leading the researchers to conclude that after five years, the WACE music syllabus document, as a driver of "curriculum", is creating a degree of discontent and confusion in the minds of many music teachers. The lessons here are obvious: for any curriculum to achieve a desired educational outcome, the syllabus document needs to be clear and consistent, be guided by a philosophy which is coherent and transparent to teachers, and drawn from the relevant literature on the subject.
Abstractor: As Provided
Number of References: 58
Entry Date: 2014
Accession Number: EJ1047108
Database: ERIC
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  Data: Western Australian Music Teachers and the WACE Music Syllabus Five Years down the Track: Where Are We Now?
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Teacher+Education%22"><i>Australian Journal of Teacher Education</i></searchLink>. Nov 2014 39(11).
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  Data: Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: Western Australia introduced a new Western Australian Certificate of Education (WACE) Music course for Year 11 and 12 students in 2009. The construction of the course was protracted due to political interference at the ministerial level, input from vested interests within the music teaching community and adverse publicity in the wider community. The result has been the creation of a long and potentially confusing syllabus document. This paper reports on music teacher experiences with the WACE music course five years after its initial implementation. A questionnaire was distributed to all WACE music teachers asking them to respond to 27 statements drawn from a literature review relating to course design in music education, and the WACE syllabus document. At the end of the questionnaire, participants were invited to provide extended responses regarding the new course. Extended responses were frequently negative and sometimes contradictory, leading the researchers to conclude that after five years, the WACE music syllabus document, as a driver of "curriculum", is creating a degree of discontent and confusion in the minds of many music teachers. The lessons here are obvious: for any curriculum to achieve a desired educational outcome, the syllabus document needs to be clear and consistent, be guided by a philosophy which is coherent and transparent to teachers, and drawn from the relevant literature on the subject.
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Music Teachers
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      – SubjectFull: Music Education
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      – SubjectFull: Course Descriptions
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Australia
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