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dc.contributor.convenorKent Logieen_AU
dc.contributor.authorKlopper, Christopheren_US
dc.contributor.editorAndrea Stanberg, Jonathon McIntosh, Robert Faulkneren_US
dc.description.abstractThis paper reflects on empirical data analysed through the employment of quantitative methods obtained from responses to a questionnaire 'So you gotta teach music! With what?'. Observable trends and variables were dominant and significant. This necessitated further analysis of the data and additional testing of the hypothesis that an individual's past music education practices can impact positively or negatively on teacher education student's knowledge and skills of music transfer to young children. The study has assisted in getting to know the music knowledge, values, attitudes and skills of the students but has also provided valuable insight into past music education inherent meanings and experiences. Such insight assists in correlating the student's music knowledge and skills with the desired outcomes of the key learning area - Creative Arts. Furthermore, it offers alternate avenues for learning and teaching strategies and makes a strong case for advocacy of music in regional Australian teacher education.en_US
dc.relation.ispartofconferencenameASME XVI 40th Anniversary National Conferenceen_US
dc.relation.ispartofconferencetitleCelebrating Musical Communities: Proceedings of the 40th Anniversary National Conference, Perth 6th-8th July 2007en_US
dc.relation.ispartoflocationPerth, Western Australiaen_US
dc.subject.fieldofresearchCreative Arts, Media and Communication Curriculum and Pedagogyen_US
dc.titleSo you gotta teach music! A case for advocacy in regional Australian teacher educationen_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
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    Contains papers delivered by Griffith authors at national and international conferences.

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