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dc.contributor.authorGarvis, Susanne
dc.contributor.authorPendergast, Donna
dc.date.accessioned2017-05-03T15:11:22Z
dc.date.available2017-05-03T15:11:22Z
dc.date.issued2012
dc.date.modified2012-08-08T23:58:24Z
dc.identifier.issn0265-0517
dc.identifier.doi10.1017/S0265051711000386
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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent105561 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherCambridge University Press
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom107
dc.relation.ispartofpageto123
dc.relation.ispartofissue1
dc.relation.ispartofjournalBritish Journal of Music Education
dc.relation.ispartofvolume29
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchCreative arts, media and communication curriculum and pedagogy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode390101
dc.subject.fieldofresearchcode3904
dc.titleStorying music and the arts education: the generalist teacher voice
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 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.
gro.date.issued2012
gro.hasfulltextFull Text
gro.griffith.authorPendergast, Donna L.
gro.griffith.authorGarvis, Susie M.


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