Taking responsibility for music education in the primary school: A case study

Abstract

With increased accountability and growing emphasis on numeracy and literacy in primary schools in Victoria this paper presents strategies that one school has employed to build its Arts programs, with a particular emphasis on music. The case study of this school highlights the factors that have contributed to the development of a diverse range of Arts programs during and outside class time. The collection of interview data from teachers, the leadership team and from a group of parents has allowed us to take a phenomenological approach to identify the trends that have emerged in relation to the growth of Arts programs across the school. The article concludes with possibilities and implications for other schools.

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