Music Education and the Primary/Early Childhood Teacher: A Solution

Abstract

Music curriculum courses for generalist primary and early childhood teacher education students have tended traditionally to be heavily skill-intensive and instruction-based and reflective of the pedagogical methods of prominent music educators. In such learning experiences emphasis is generally placed upon the acquisition of skills dealing with notational and historical precedents and the development of some expertise in the areas of singing, playing and listening. Whilst these experiences provide students with valuable insights into traditional music education pedagogy, students who have a limited formal knowledge of music and who do not consider themselves to be musically articulate or literate frequently find such experiences alienating. Furthermore the teaching practices modelled through such programs tend to conflict with those advocated in other curriculum areas. In an attempt to redress this situation an action research study was undertaken in which compulsory music curriculum units for generalist primary and early childhood teacher education students were re-developed to place compositional experience at the heart of the music education enterprise. In developing a theoretical and philosophical base for the pre-service music education units a number of educational strategies common in other curriculum areas were examined and adapted for use in the music education classroom. Qualitative evaluation of the units has indicated that participating students whilst developing skills and knowledge in music and understanding of a range of teaching and learning strategies also perceive themselves to be more capable and confident as musicians.

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