So you gotta teach music! A case for advocacy in regional Australian teacher education

Abstract

This 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.