Show simple item record

dc.contributor.authorGarvis, Susieen_US
dc.contributor.authorPendergast, Donnaen_US
dc.date.accessioned2017-04-24T12:40:54Z
dc.date.available2017-04-24T12:40:54Z
dc.date.issued2012en_US
dc.date.modified2012-08-08T23:58:24Z
dc.identifier.issn02650517en_US
dc.identifier.doi10.1017/S0265051711000386en_US
dc.identifier.urihttp://hdl.handle.net/10072/46120
dc.description.abstractFor students in Years 1-10 in Queensland, Australia, The Arts (hereafter referred to as 'arts') is one of eight Key Learning Areas in the core curriculum. Yet, while arts - comprising five strands including music - is a mandatory component of the curriculum, implementation varies widely. This occurs for a range of reasons, one of which is the common practice that generalist teachers are allocated delivery of the arts programme in their teaching load. Furthermore, research reveals that music and the arts are frequently considered to be the 'frills subject' in a school's timetable, often the first to be removed from the timetable when time is short and the first to feel the impact of budget cuts, including the engagement of specialist arts educators (Russell-Bowie, 2004). This study highlights the gap between policy rhetoric for music and the arts and the pedagogical reality in generalist classrooms. Using a narrative informed case study methodology, a story constellation derived from a beginning generalist teacher and a school principal is revealed. The discussion which follows provides a focus, through the generation of key values statements derived from the data, on the tensions this beginning teacher has experienced in his practice as a teacher responsible for teaching music and the arts, juxtaposed with a similar narrative of the school principal.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent105561 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.publisherCambridge University Pressen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom107en_US
dc.relation.ispartofpageto123en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalBritish Journal of Music Educationen_US
dc.relation.ispartofvolume29en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchCreative Arts, Media and Communication Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130201en_US
dc.titleStorying music and the arts education: the generalist teacher voiceen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2012 Cambridge University Press. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_US
gro.date.issued2012
gro.hasfulltextFull Text


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record