ORCID Profile
0000-0002-6320-900X
Current Organisation
Deakin University
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Publisher: Cambridge University Press (CUP)
Date: 07-2019
DOI: 10.1017/S0265051719000159
Abstract: Music is more than just sounds engaging in music activities in educational settings may foster a sense of wellbeing. This paper explores whether positive learning environments can change attitudes and build confidence of students undertaking the Bachelor of Education (primary) program. As part of a wider study in Melbourne (Australia), using questionnaire data, this qualitative case study reports on two overarching themes (Wellbeing and Learning, and Skill Development and Confidence). I contend that a happy and safe teaching and learning space may promote and nurture the health and wellbeing of students who lack the confidence to teach music as generalist teachers.
Publisher: Emerald
Date: 24-07-2019
Abstract: Although much has been written about international students in higher education in Australia, there is a paucity of research and discussion about international academics especially non-whites and their lived experience in the workplace. This paper represents the voices of two academics working in metropolitan universities in Melbourne. The purpose of this paper is to raise awareness of how in spite of all the goodwill and highbrow research, the “corridors of academia” need to be examined in considering the politics of inclusion and internationalisation as the authors still need to address issues of colour as they exist in the academy. The authors use narrative inquiry and reflection to tell the story as both phenomenon and method where the phenomenon is the story and inquiry is the narrative. The findings suggest student and staff perceptions of difference are mostly theorised but not practiced within the academy. The paper includes two voices, a limitation in itself, thus generalisations cannot be made to other academics or institutions. The authors recommend more professional development for staff and students alike to embrace issues of colour, culture and difference. The authors draw attention to the need for academics to reflect on their behaviour within their own academic communities and be more aware of minority groups in academia. By including and listening to issues facing minority groups (academics and students) can only improve the social cohesion of university worksites. This is an original work carried out by both authors. It raises concerns that may also be experienced international staff and or students.
Publisher: Intellect
Date: 10-2013
Publisher: Informa UK Limited
Date: 12-2009
Publisher: Springer Science and Business Media LLC
Date: 27-11-2019
Publisher: Routledge
Date: 16-11-2020
Publisher: Informa UK Limited
Date: 12-2007
Publisher: Springer Science and Business Media LLC
Date: 12-08-2022
DOI: 10.1007/S11089-022-01024-0
Abstract: During the pandemic years of 2020 and 2021, Melbourne in Australia endured one of the longest lockdowns in the world. Although the severe restrictions for faith communities in particular posed many setbacks, new opportunities for worship were experienced. This paper focuses on a research project that explored hope, grace, and resilience during COVID-19 in Melbourne. A total of 106 participants from a variety of Christian denominations in Melbourne completed an online survey in relation to the notion of grace. Thematic analysis of the qualitative data was employed to explore the lived experiences of the participants. Two overarching themes—God’s grace offers favour, and God’s grace provides strength and builds resilience—are discussed. The findings indicate that while grace is bountiful through faith, it can also be found in unexpected places within faith settings and the wider community. While generalizations from this study cannot be made to other faith communities, recommendations are offered in relation to ways in which ‘church’ may be experienced in 2022 and beyond. The study showed that “there is ‘plenty’ of grace”. Its transformational power offers hope and builds resilience as God’s grace “is not a limited commodity!”
Publisher: Informa UK Limited
Date: 03-03-2016
Publisher: SAGE Publications
Date: 06-2002
DOI: 10.1177/1321103X020180010801
Abstract: This article examines the reactions of specialist music teachers to the introduction of Outcomes-Based Education (OBE) in South Africa. OBE has been seen in post-apartheid South Africa as a way to transform education and address the imbalances of the past. The study reported here used questionnaires to explore attitudes of teachers at independent schools in Johannesburg in the first year of implementing OBE. Analysis of data revealed both positive and negative attitudes as well as the strong need for teachers professional development if OBE is to succeed.
Publisher: Auckland University of Technology (AUT) Library
Date: 10-12-2021
DOI: 10.24135/TEACHERSWORK.V18I2.325
Abstract: Classroom practice around the globe has changed considerably due to the global pandemic. Although ICT (information and communication technology) is at the heart of 21st century teaching and learning, many teachers and students had to make significant adjustments shifting from face-to-face to remote (online) delivery in response to lockdowns and government restrictions since March 2020. This paper focuses on one focal question: ‘What were some of the concerns using ICT during Covid-19 pandemic?’ which was part of a wider Australian study ‘Re-imaging the future: music teaching and learning, and ICT in blended environments in Australia’. The authors seek to understand how music teachers look to employ technology in ways that connect teaching frameworks to 21st century classroom practice. As part of the ongoing study, they present preliminary survey data gathered between March–June 2021 from a range of music teachers around the country. Using thematic analysis, they discuss advantages, disadvantages, opportunities, and challenges in relation to responses that thematically relate three key elements: pedagogy, social interaction, and technology. They identify concerns and call on music educators to reset what, how, and why they teach when using technology to develop 21st century competencies, as the future of schooling continues to change its landscape due to the pandemic.
Publisher: Informa UK Limited
Date: 08-2009
Publisher: Informa UK Limited
Date: 02-01-2020
Publisher: Springer Science and Business Media LLC
Date: 18-06-2021
Publisher: Auckland University of Technology (AUT) Library
Date: 13-11-2019
DOI: 10.24135/TEACHERSWORK.V16I1AND2.277
Abstract: Increasing numbers of international students are enrolling in Australian universities in early childhood teaching degrees. For many of these students understanding the early childhood education pedagogies and approaches is a different way of viewing teaching and learning from their own cultural perspective. Many of these students struggle to understand the teaching and learning theory that underpins early childhood education in Australia which draws on play-based pedagogies, child centred learning, and intentional teaching. This small-scale case study sought to gain insights into how international students undertaking a Master of Teaching (Early Childhood) in an Australian university were enabled to link their theoretical learning to practical applications of being an early childhood teacher. Using questionnaire data, the study found that the international students struggled to connect the theory and pedagogical thinking that underpins early childhood education. What was most significant for these students was the experiences they gained through their practical placements.
Publisher: Common Ground Research Networks
Date: 2014
Publisher: SAGE Publications
Date: 19-08-2015
Abstract: Australia is a country of ongoing migration that embraces ersity, creative expression and cultural activity. Membership of community music groups by older people can enhance life quality, and may provide a space through which cultural and linguistic identity may be shared and celebrated. This qualitative phenomenological case study explores engagement by older members of La Voce Della Luna, an Italian women’s community choir based in Melbourne, Victoria. This article presents one case study from a larger ongoing research project, Well-being and ageing: community, ersity and the arts in Victoria. In this study, data were gathered from documentary sources and by in idual and focus group semi-structured interviews in 2013. Employing interpretative phenomenological analysis two significant themes emerged: Social connection and combatting isolation and New horizons: music-making and social justice. This article describes how active music for older women provides opportunities to learn new skills, new ideas, and create for themselves a resilient community.
Publisher: Emerald
Date: 03-09-2022
Abstract: This research is situated at a metropolitan university in Melbourne (Australia) where the authors work in initial teacher education programs within the same faculty. The purpose of this study is to raise awareness that collegial, collaborative and “co-caring” environments can foster an improved sense of belonging, acceptance and inclusion in the academy. They also argue that communities of practice may foster an improved sense of belonging that enhances empowerment and harmony among all staff in academia in pandemic times and beyond. The authors draw on case study methodology as a qualitative approach to understand and illuminate the phenomena under study. Case study methodology provides an in-depth understanding of their trifocal voices, as it allows them to voice their stories through collaborative autoethnography. The authors use self-narratives to unpack their sense of belonging in academic spaces. Collaborative autoethnography (CAE) enabled them to work together as a team of women and as a community of researchers. The findings foreground the responsibilities of casual staff while concomitantly articulating the challenges faced by both permanent and casual staff to create a “sense of belonging” in the academy. The authors found that social connection engenders a sense of belonging and inclusion within a space that is often beset by neoliberal ideologies of competitiveness and in idual achievement. They articulate their stress, pressure and uncertainty as permanent and as casual academics working supportively to develop and maintain identity in very difficult circumstances. They share how they developed professional relationships which bring unforeseen benefits and personal friendship at a time of especially restrictive practices. The paper includes three voices, a limitation in itself, thus generalisations cannot be made to other academics or institutions. Employing CAE offers the possibility of delving more deeply into the emotional complexities inherent within this method for further research. They recommend a sense of “co-caring” as a form of pastoral care in the “induction program” for all academics including casual staff. While this may not “strategically” fit in with many because of power imbalances, the journey of co-caring and sharing and building friendships within the academy has a limited presence in the literature and calls for further investigation. The authors draw attention to the need for higher education institutes to recognise the role permanent staff play when working with casual academics. The authors draw attention to the need to be inclusive and collaborative as a way to improve the ide and strengthen connections between permanent and casual academics at university worksites. This is imperative given the shifting demographics within Australia and its workforce. They also highlight issues of race in the academy. This is an original work carried out by the authors. It raises concerns about a sense of belonging in the academy, job certainty and the place of people of colour as these issues may also be experienced by other full-time and casual academics.
Publisher: SAGE Publications
Date: 13-12-2023
DOI: 10.1177/02653788221144701
Abstract: The pandemic and resulting stay-at-home orders since March 2020 have come at a high cost to lives and livelihoods around the globe including ways in which faith communities meet. This paper forms part of a wider study Exploring hope, grace, and resilience in parish communities in COVID-19 times. It investigates how members of Christian faith communities in Melbourne (Australia) made meaning of their understanding of hope during the pandemic. The authors draw on survey data gathered between November 2021 and mid-March 2022 and using thematic analysis they discuss two overarching themes (Light despite the darkness and Connection to God). While generalisations to other faith communities cannot be made, the findings indicate churches fostered hope and offered a sense of belonging. The paper discusses implications for ways in which churches can continue to build faith with church members and the wider community in the changing landscape of the pandemic.
Publisher: SAGE Publications
Date: 20-04-2013
Abstract: Contemporary Australia is a country of ongoing migration and increasing cultural ersity which is reflected in its arts practices. This article considers the views held by Australian pre-service music education student teachers and their tertiary music educators about their perceptions concerning artists-in-schools programs in school music. This discussion reports on data collected for a study undertaken in Melbourne, Victoria, Intercultural Understandings of Pre-Service Music Education Students (2005–2009). Fifty-three interviews were analyzed using interpretative phenomenological analysis. The findings provide insight into teachers’ recognition of the need for artists-in-schools programs. In particular the ways in which teachers can link theory to practice, fill in omissions in their own knowledge, skills and understandings, and heighten student understandings of multicultural musics. The promotion and provision of multicultural music education is essential at all levels of education. This can be achieved by the inclusion of erse culture bearers, artists-in-schools, and community engagement to work with both teachers and their students.
Publisher: Informa UK Limited
Date: 07-11-2019
Publisher: Informa UK Limited
Date: 04-05-2017
Publisher: SAGE Publications
Date: 24-08-2020
Abstract: Work–life balance has become a buzzword in many corporate settings. This study situates itself at a higher education institute in Melbourne (Australia) where African music (singing and drumming) was used as a lever for faculty staff to “break from work” and “learn about a new music and culture”. Drawing on email communication, questionnaire data, and anecdotal feedback, a phenomenological approach was adopted to explore the benefits, challenges, and opportunities staff experienced as a recreational group music activity. Data were analyzed using interpretative phenomenological analysis as a tool. Two overarching themes emerged (group participation and learning, and challenges) and are discussed in the findings. The workshops proved successful and are worthy to be replicated in other places and spaces. Further research is needed to gain insight into whether regular music workshops can influence work–life balance and professional learning for staff.
Publisher: Edith Cowan University
Date: 10-2011
Publisher: Edith Cowan University
Date: 2010
Publisher: Informa UK Limited
Date: 08-06-2021
Publisher: Edith Cowan University
Date: 09-2017
Publisher: SAGE Publications
Date: 03-10-2020
Abstract: Establishing strong connections between universities within initial teacher education (ITE) programs not only takes time, but it also presents opportunities and challenges. Tertiary music educators are called to prepare ITE students re-service teachers to be culturally responsive. This article forms part of our wider study “See, Listen and Share: Exploring Intercultural Music Education in a Transnational Experience Across Three Universities (Royal Melbourne Institute of Technology University, Australia Deakin University, Australia and Universitat Jaume I of Castelló, Spain). For this article, we draw on student web survey data, anecdotal feedback, and our reflections. We employ Interpretative Phenomenological Analysis as a tool to thematically group our surveys into three broad overarching themes to inform our findings and discussions. We argue that music education is an effective vehicle for exploring culture and ersity through song. Our findings show that our ITE students built positive attitudes about using songs in their generalist primary and early childhood classrooms. They also recognized the importance of collaborative sharing using face-to-face and Skype. This project proved a worthy experience for all concerned, it formed a rich part of our professional learning. We encourage others to consider the approach as one way to promote multicultural music and cultural ersity within ITE programs and across other educational settings.
Publisher: Common Ground Research Networks
Date: 2018
Publisher: Informa UK Limited
Date: 24-02-2021
Publisher: Emerald
Date: 13-08-2018
Abstract: Coordination of group activity is rarely more important than in a singing group that has no designated conductor. This paper aims to explore the group dynamics in an 11-man singing group whose members, all over 60, have without exception occupied senior leadership positions in their working careers. The study arose because responses to a wider research study revealed interesting perceptions of leadership issues in the group. All the members participated in semi-structured interviews and interpretative phenomenological analysis of the responses was used to process the responses. This enabled the identification of practices that support the group’s success and illustrated how this group of practiced “leaders” respond to a (relatively) conductorless situation. It was confirmed that the group exhibits several characteristics of self-managed teams and string quartets. All members felt empowered to take a lead, although their backgrounds might have predisposed them to take such initiatives anyway. But the long-serving female accompanist is, by virtue inter alia of her superior musicianship, which appears to overcome any gender bias, in many respects the de facto leader. In performance, the singers synchronize their singing in response to cues from each other, but this could work better if given more specific attention. Whereas conducted choirs have been extensively studied, such a self-managed group of amateur singers, all of whom are accustomed to leading in their working careers, has apparently not been studied. This study sheds some light on techniques for overcoming the challenges of creating quality performance in such a group and insights for similar groups, not necessarily musical, are identified.
Publisher: Intellect
Date: 10-2009
Abstract: This article discusses the notion of sharing music and culture as an effective platform to celebrate ersity in Melbourne, Australia. My research project Celebrating Music Making and Finding Meaning investigates and illustrates a context of ersity, one that promotes respect in a multicultural society sharing music and culture of a minority group. In 2007, I interviewed members of the South African choir in Melbourne here I report on some data regarding why members sing in the choir, what are their understandings of a so-called South African identity and what they would like to share with the wider Australian community. I present some theoretical perspectives focusing on the notion of cultural and musical identity within a multicultural society. Such findings may have similar implications for other multicultural educational settings exploring the possibilities of valuing cultural ersity and making music across ages through a choir where difference can be shared and celebrated.
Publisher: Informa UK Limited
Date: 11-07-2023
Publisher: Common Ground Research Networks
Date: 2013
Publisher: Informa UK Limited
Date: 20-02-2023
Publisher: Informa UK Limited
Date: 15-03-2021
Publisher: Common Ground Research Networks
Date: 2014
Publisher: IGI Global
Date: 18-08-2023
DOI: 10.4018/978-1-6684-9072-3.CH007
Abstract: Covid-19 impacted all aspects of life and education across the globe. This case study forms part of an ongoing project. The authors are academics working in music education across two universities in Melbourne, Australia. Using blended synchronous learning environments (BSLE) and the universal design for learning framework, this chapter examines ways that teachers used representation, action and expression, and engagement while teaching online. Survey data collected across phase one (March-April 2021, N=105) and phase two (December 2022-February 2023, N=104), were thematically analysed. Two emerging themes (modifying learning environments and developing innovative assessments) are discussed. As recommendations are made, longitudinal research is imperative to further understand how teachers and students continue to interact with learning environments. Continued understanding of the pandemic and the use of technology in teaching and assessment is essential to ensure we best prepare teachers and students as the educational landscape remains uncertain.
Publisher: Oxford University Press (OUP)
Date: 14-07-2023
DOI: 10.1093/CDJ/BSAD022
Abstract: Singing is a rich and dynamic part of South African cultural and national identity. The authors explore the identity of two choirs in the Cape Town metropole against the background of response to ongoing social change. The disparate yet similar choirs enhance the well-being of their members as communities and who sing for community. Community development as an outcome of community music is understood as process-driven. The Identity Process Theory serves as a useful integrative framework in which identity, social action and social change can be collectively examined with qualitative thematic analysis to code and analyse questionnaire and interview data (2017–2022). Three overarching themes are discussed, focusing on the experiences as perceived by research participants from the two choirs in relation to ‘singing as a music community’, ‘having a place to belong’ and ‘singing during COVID-19’. The discussion highlights differences, similarities, challenges and opportunities for these choirs in relation to community musicians, identity and place. Although generalizations to other choirs cannot necessarily be made, recommendations are offered, both for further research and of a practical nature. This paper argues that erse forms of communal singing continue to play an important role in South Africa’s group identity for choirs, fostering hope for communities and their development. Notions of community development and community music should not become narrowly defined, excluding many choral groups and their contributions to society from the global conversation.
Publisher: Intellect
Date: 02-2018
Publisher: National Inquiry Services Center (NISC)
Date: 03-07-2018
Publisher: SAGE Publications
Date: 24-02-2010
Abstract: In multicultural Australia, the development of positive intercultural attitudes is essential in the creation of a harmonious society. Music education is a powerful medium to address cultural inclusivity. The 2005 National Review of School Music Education challenges Australian higher education institutions to prepare programs that explore multiculturalism to engender tolerance. This research explored how final year teacher education students at Monash University and Deakin University (Victoria, Australia) engage with music of other cultures and how this affects their understanding of cultural ersity in school music. From 2005 to 2008, teacher education students undertaking music methodologies were invited to participate in semi-structured interviews. The data collected from the interviews were transcribed and analyzed using interpretative phenomenological analysis, and from these data, we developed patterns of meaning that are reported thematically: student teachers’ beliefs, attitudes, and understandings of multiculturalism and the classroom realities of multiculturalism.The findings contribute to how we, as tertiary educators, evaluate our role and programs.
Publisher: IGI Global
Date: 29-12-2022
DOI: 10.4018/978-1-6684-6071-9.CH013
Abstract: The COVID-19 pandemic disrupted teaching and learning in higher education institutions globally since March 2020. Tertiary educators restructured modes of delivery to maintain enrolments and engage with students, shifting to remote online learning. This chapter forms part of the study “Reimaging the Future: Music Teaching and Learning, and ICT in Blended Environments in Australia.” It investigates the ways in which tertiary music educators modified teaching practice as they engaged with music technology and information communication technology. Qualitative thematic analyses are employed to code survey data (March-April 2021). Five overarching themes are discussed including constraints and opportunities. This chapter provides additional insights into the growing body of research investigating adaptive approaches to teaching and learning in blended environments. Recommendations identify the need for Australian university educators to prepare graduates with digital and social-emotional competencies in response to the ‘new COVID-19 normal environment'.
Publisher: SAGE Publications
Date: 10-09-2018
Abstract: In Australia and across the globe music participation by older people active in the community has the potential to enhance quality of life. A recent review of the literature found clear evidence of numerous benefits from participation in active music making that encompass the social, physical and psychological. This article reports on five phenomenological case studies of community singing groups comprised of older people active in the community in Melbourne, Victoria. These studies are part of a research project, Well-being and Ageing: Community, Diversity and the Arts in Victoria that began in 2008. Interview data were analysed using interpretative phenomenological analysis and are reported under three overarching themes: Social connection, A sense of well-being, and Musical engagement. For older people in these studies singing in community choirs offered opportunities for social cohesion, positive ageing, and music learning that provided a sense of personal and group fulfilment, community engagement and resilience.
Publisher: Informa UK Limited
Date: 31-01-2007
Publisher: Intellect
Date: 04-2013
DOI: 10.1386/IJCM.6.1.5_1
Abstract: Membership of community music groups by older people can enhance quality of life, provide a sense fulfilment and create a space through which cultural identity may be shared. This case study explores community and cultural engagement by members of the Coro Furlan, an Italian male community choir in Melbourne, Australia. Members were interviewed and data analysed using interpretative phenomenological analysis (IPA). Three broad themes were identified: sense of community, maintenance of cultural identity and sustaining well-being through shared music making. The choir members perform music from Italy and elsewhere and consider themselves to be custodians of Friulan choral music. Singing in this choir has offered members an opportunity to value, learn and share music in formal and informal settings. This article identifies how music engagement can facilitate successful ageing through commitment to community, singing and following the ten ‘Commandments’ of the Coro Furlan.
Publisher: Common Ground Research Networks
Date: 2014
Publisher: Emerald
Date: 17-05-2023
Abstract: The pandemic presented many new challenges is all spheres of life including faith communities. Around the globe, lockdowns took pace at various stages with varying restrictions that included the closure of places of worship which significantly affected the way people serve God and gather as a community. The purpose of this study was to investigate the impact of the Covid-19 pandemic on the wellbeing and resilience of members of Christian faith communities in Melbourne (Australia) who had experienced one of the longest lockdowns in the world. The authors draw on online survey N = 106 collected between November 2021 and May 2021. Participants were over the age of 18 from Catholic, Anglican, Uniting Church, Baptist and Pentecostal/Evangelical faith communities. They employ thematic analysis to analyze, and code open-ended responses from four questions in relation to the research question: In what ways has your wellbeing been impacted during the pandemic? Melbourne experienced one of the longest lockdown periods in the world between 2020 and 2021 when blended modes of worship forced people to congregate in new and different ways. The empirical insights of participants express their views in relation to celebrating faith and hope, connecting with community, pursuing leisure activities and pursuing leisure in relation to the PERMA model of wellbeing. The findings may resonate with other faith communities in Melbourne and around the globe. They may also lead to new and innovative ways of planning and envisioning modes of worship that may be helpful in a variety of faith contexts. The research was limited by its s le size (N = 106) and its geographical restriction of Christian faith communities in the Melbourne metropolitan area. This means that broad generalizations cannot be made. Nevertheless, the findings may resonate with other faith communities in Australian and in other parts of the world. In highlighting the impact COVID-19 had in Australia and ways people balanced their sense of faith and wellbeing, this study raises concerns about the lack of funding that supports mental health initiatives in faith settings and the wider community. The study recommends that faith community leaders and members use informal communication channels to foster hope building wellbeing and resilience, and that pastoral care networks be established in the wider community to promote leisure activities that nurtures social connection, builds faith and resilience. Whilst the pandemic has provided new openings for members of faith communities to engage with God, the scriptures, each other and leisure, it remains “a balancing act of keeping the faith and maintaining wellbeing”. Such a balancing act may positively enliven a sense of wellbeing and resilience as people continue to navigate the uncertainty inherent in a milieu beginning to be named as “post-Covid”. This is an original work carried out by the authors. It raises concerns about the lack of funding that supports mental health initiatives in faith settings and the wider community. While much research, news and social media discussed the pandemic's impact on communities, there is an urgent need for ongoing research that encourages, supports and connects people to faith and to leisure activities in order to promote a continued sense of wellbeing as communities begin to transition to a “post-Covid” world. This study contributes to the growing body of knowledge about the impact COVID-19 had in Australia and ways people balanced their sense of faith and wellbeing.
Publisher: Springer International Publishing
Date: 2017
Publisher: Elsevier BV
Date: 02-2022
Publisher: SAGE Publications
Date: 17-01-2014
Abstract: Music tertiary educators can foster positive experiences that promote ersity, enhance intercultural and cross-cultural understanding through our teaching. Through findings of interview data of tertiary music educators’ understandings of multicultural music practice at two South African universities and at an Australia university, I used interpretative phenomenological analysis to analyse the data. Two major themes emerged: why is it important to teach multicultural music like that of Africa, and what are some of the effective ways of preparing students to best teach it? The data provides insights into an appreciation of and respect for music and cultural ersity. In multicultural societies educators cannot deliver courses based solely on one’s own identity and cultural perspective. I argue that music education may be seen as an agent of social change where music teaching and learning can occur through exploring, experiencing, expressing and engaging in the music of our own culture and that of others.
Publisher: SAGE Publications
Date: 12-2007
Abstract: During the 19th and 20th centuries, Indian culture was represented in Australia as part of celebrations of the British Empire. Children were presented with stereotypic representations of Indian culture, which provide a snapshot of contemporary perceptions. Such representations were rarely authentic. By removing music from one culture and presenting it in the symbolic gestures of another we strip away much of its meaning. Encouragingly, contemporary popular culture can incorporate a fusion of western and Indian cultural practices, such as filmi (Hindi: `film song' or `Indian film music'). This article describes early imperialist understandings of Indian culture in Australian school music to contextualize recent attempts to engage with more authentic intercultural understandings. To assist teachers in the presentation of `other' musics, guidelines for the inclusion of authentic materials are offered. By selecting music that is already a fusion of cultures and musical styles, it becomes easier for western music educators to engage with the other.
Publisher: Informa UK Limited
Date: 02-01-2022
Publisher: Informa UK Limited
Date: 15-12-2015
Publisher: Intellect
Date: 12-2014
Publisher: Informa UK Limited
Date: 07-02-2018
Publisher: SAGE Publications
Date: 21-07-2022
DOI: 10.1177/02557614221110952
Abstract: As music educators around the globe continue to work in blended environments, it is important to explore how pedagogical approaches can be adapted and reimagined in ways that enhance teaching and learning in this changing educational landscape. In this study, the authors drew on elements of Collaborative Online International Learning (COIL) to teach three culturally erse songs to pre-service teachers at a Spanish university. Acting as culture bearers and tertiary music educators, they selected and taught songs from three different geographic locations (South Africa, Sri Lanka, and the United States). Utilizing a descriptive case study design, the authors discuss their pedagogical approach and argue a Four Step Flip method (Asynchronous, Synchronous, Face-to-Face, and Hybrid Feedback) can be effectively applied and adopted in online music teaching and learning settings. This model prioritizes the culture bearers’ involvement in the learning process from start to finish while allowing students le space to merge unfamiliar cultural perspectives with their own. The authors also contend building collaborative networks that extend beyond national borders can enhance understanding and appreciation of different genres, cultures, and languages in music classrooms.
Publisher: Common Ground Research Networks
Date: 2010
Publisher: Common Ground Research Networks
Date: 2014
Publisher: Informa UK Limited
Date: 30-03-2019
DOI: 10.1080/08952841.2019.1591890
Abstract: Older women ballet and contemporary dancers resist the pervasive stereotypes of the dancing body as young, graceful, and athletic. They embody and enact a generative habitus, resisting cultural socialization that would deny them voice, visibility, and validation. This study explores the understandings of a group of older women dancers who are members of the Fine Lines contemporary dance ensemble for mature bodies, Melbourne, Australia. The data for this phenomenological study were gathered in 2017 and employ Interpretative Phenomenological Analysis as an analytic strategy. Our findings are reported under three overarching themes: Dance as a Community, Older Women Dancing, and Learning: Choreography and Improvisation.
No related grants have been discovered for Dawn Joseph.