By Rachel Hocking

[This article was published in Music Forum Vol 14 No 3, 2008. Course handbooks, as published by Australian universities, were surveyed to find the amount of music contained within teaching courses for secondary, primary and early childhood teachers. The units assigned to the music courses were then compared with the total units for each degree, giving a percentage of value placed on music training for teachers. On the whole, the amount of music taught and value placed on music training by universities is currently underwhelming.]

A recent MCA survey of music subjects offered by universities to undergraduate pre-service primary education students has revealed the value placed on mandatory music studies varies in each institution, from zero to around 3% of a degree's units assigned. The value placed on music represents to some extent time spent on, and quality of, the music education undergraduates receive.For generalist primary school teachers, this is nowhere near enough to arm them with adequate music skills for the classroom.

Ballantyne and Packer stated in 2004 that "the quality of teaching in schools is directly linked to the quality of preservice preparation that teachers receive."^[1] This statement was reinforced in the findings of both the Stevens Report and the National Review of Music Education. The guidelines for music educator training that emerged from the National Review included the advice that standards for generalist classroom teachers should encompass:

• Foundation music knowledge and skills.
• A general introduction to music and its role in student learning with a focus on demonstrating a balance of musical knowledge, understanding, skills and values.
• Confidence in teaching music.
• Cross curriculum learning involving music.
• Working collaboratively with music specialist teachers, and
• Practical teaching and learning strategies to support students learning music.^[2]

These guidelines had emerged from observations that current teachers lacked confidence in their own music making because of poor pre-service music education, and so were unable to adequately lead a class in music education.^[3] Submissions to the National Review found that universities had cut back on time spent teaching music to pre-service primary teachers, and had also incorporated music education into the Arts learning subject area, therefore significantly reducing the musical abilities of generalist teachers.^[4] In fact, one of the National Review's "key messages" was that the improvement of teacher pre-service and in-service music education was a major priority.

A survey has been conducted in 2008 by the Music Council of Australia of compulsory and elective music subjects available to pre-service primary teachers, with trends towards co-curricular arts teaching emerging. University handbooks, which publish up-to-date information on subjects to ensure accurate choices by their potential students, were the starting point for this survey and some information is still being clarified by individual universities. However, from the survey conducted, it can be seen that on the whole, music education for pre-service primary teachers still consists of curriculum-based arts education, incorporating other arts areas such as visual arts, dance, media, and drama. Competing amongst these subject areas reduces the time spent specifically on music, and considering that music carries its own language, notation, communication methods, and practices, this is a worrying trend. No wonder teachers lack the confidence to pass on a love and knowledge of music.

Of the 42 universities in Australia, 30 offer a pre-service primary degree, but two universities will be phasing these degrees out in the next year. Of these 30 degrees, it was found that 23 degrees teach music through an arts course, rather than a music-specific course. Listed in Table 1 are the universities offering pre-service primary education degrees, with the subject names and subject areas covered. Approaches to these arts subjects generally focus on basic skills in each arts area, and examine how these arts areas integrate with one another. Pedagogical and curriculum approaches to the arts are also taught in these subjects. Most of the mandatory subjects listed in Table 1 are studied for one semester, and many universities now are teaching in 12-week semesters rather than 14-week. This further reduces time spent gaining reliable musical skills.

Table 1 - Available pre-service primary education degrees with their mandatory music components.

Table 2 demonstrates the worth placed on these mandatory subjects by institutions. Unit totals of each degree are given, as well as the unit total for the mandatory subjects that cover music. These totals are measured by units. Two percentages are then given: the fourth column indicates the value of the mandatory subject containing music; the fifth column indicates the actual value of music - a figure that becomes meaningful when considering that music may only be one of five or six arts areas covered in a one semester subject. However, in reality, these subjects are not always neatly divided up into disciplines.

Table 2 - Possible value of mandatory music in pre-service primary education degrees.

Examining the worth of music through units or points assigned gives some indication as to marks allocated and time spent on this discipline. It does not measure quality of education, musical or pedagogical aspects taught, or abilities of students when they graduate. In a simplistic way, the worth assigned to music studies in pre-service primary school teaching degrees could be compared to the worth assigned to music in education curriculum across the country.... if these figures were available in each state. Only one set of figures was found, in New South Wales.^[5] Here, the Foundation statements of the curriculum indicate that Creative and Practical Arts is mandatory right throughout the school years. Teachers have been advised that 25 to 35% of total curriculum should concern other key learning areas besides mathematics and English. Schools can also focus on a specialized program that can account for 20% of curriculum. 6-10% is suggested for Kindergarten to Year 6, for Creative and Practical Arts (given as being visual arts, music, dance, drama, in NSW). Therefore music might only account for 1.5-2.5% of the curriculum. Can it therefore be assumed then that 1.5-2.5% of pre-service teacher training should be spent on mandatory music training in order to fulfill 1.5-2.5% of classroom music teaching? If so, 13 universities fall short of this figure, and five of these universities are located in NSW.

Recently, some universities are experiencing more pressure to satisfy teaching requirements within twelve week semesters rather than fourteen weeks, reducing the total degree time by an entire semester.^[6] Yet, if the lack of music education in primary teachers results in poorer music education in schools, then future university students will have even more ground to cover. As the Report of the National Music Workshop stated:

Pre-service students are themselves the product of a system where music skills are inadequately provided, compounding the problem."^[7]

The Report also recommended short term and long term action points including:

Short term:

• Extend pre-service primary teacher training in music practical skills for generalist primary teachers as well as primary/secondary music specialists via co-curricular music subjects, provided in modular format offered nationally by accredited providers.
• Make these co-curricular subjects eligible for university level credits, eg: for GradCert/GradDip qualifications.
• Enable these subjects to be used as in-service PD for practising teachers.
  For example: each subject to consist of two modules of 26 hours contact each - possibly including guitar/keyboard performance; conducting; ensembles, singing, choral/instrumental; music technology etc.

Longer term:

• Adjust teacher education arrangements to allow an increase in training hours for all generalist primary teachers as well as for specialist primary/secondary music teachers.
• Set minimum requirement individual music skills training for all generalist primary teachers.
• Require mandatory minimum requirement individual music skills training as a component of primary teacher registration by 2012."^[8]

While the survey conducted by the MCA raises more questions than provides answers about the state of music education for undergraduate students, it does provide a base of measurement for the value of music in curriculum studies. Current indications demonstrate that these targets for increasing music education in the training of pre-service primary teachers (both short term and long term) are yet to be met by the majority of universities.

Rachel Hocking is Assistant to the Director for the Music Council of Australia. She also lectures in music at UNSW, runs her own music studio, and is involved in community music.

[1] Ballantyne, Julie and Packer, Jan. "Effectiveness of preservice music teacher education programs: perceptions of early-career music teachers". Music Education Research. Vol 6, No 3, November 2004, 299-312.
[2] "Guidelines for the broader community supporting music in schools". Table 24:Guidelines for universities and schools of education. National Review of School Music Education, 2005. 103.
[3] National Review of School Music Education, 2005, 78.
[4] National Review of School Music Education, 2005, 112.
[5] Slide 16. http://k6.boardofstudies.nsw.edu.au/files/foundation-statements/fs_teacher_info.pdf Last accessed February 28, 2008.
[6] Two weeks reduction per semester, over four years, results in 16 weeks lost total.
[7]Making the Progression - Report of the National Music Workshop. 27-28 August 2006, page 2.

[8] Report of the National Music Workshop, 2006, page 9.