Barriers and Enablers for Implementing Music in Australian Schools: The Perspective of Four Principals

Alexander Crooke,Katrina Mcferran

doi:10.9734/bjesbs/2015/16090

Alexander Crooke, Katrina Mcferran

Open Access

https://doi.org/10.9734/bjesbs/2015/16090

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Abstract

Aims: To explore and identify the barriers and enablers of music provision in Australian schools, as seen through the eyes of four Melbourne - based school principals, to inform policymakers and other school leadership teams. Study Design: The study used an exploratory design. Place and Duration of Study: Interviews were undertaken across multiple school sites in the greater - Melbourne area between June 2011 and April 2013 as part of a study conducted through the Melbourne Conservatorium of Music at The University of Melbourne. Methodology: Four school principals were interviewed from diverse schools across the greater Melbourne area, including primary, secondary, government, independent, mainstream, and special education schools. Interviews were transcribed verbatim, and analys ed using a combined inductive deductive approach to identify the barriers and enablers to music provision in schools reported by

Highlights

Advocates for arts in education include policymakers at international [1,2], national [3], and state levels [4], as well as music psychologists [5], music therapists [6], music educators [7] and members of the Australian arts community [8]
This paper presents the barriers, enabling factors, and strategies involved with the provision of music identified by four principals operating across diverse school contexts within the greater Melbourne area in Victoria
Principals noted a number of potential barriers to the provision of school music programs

Summary

Introduction

Advocates for arts in education include policymakers at international [1,2], national [3], and state levels [4], as well as music psychologists [5], music therapists [6], music educators [7] and members of the Australian arts community [8] Despite such widespread support, Australian schools provide few opportunities for musical participation in government funded schools [9], especially when compared with countries such as the U.S [10] and China [11]. These perspectives are reported to provide insight into the struggles and strengths of principals dedicated to providing music for their students, while illustrating where policy support may be directed if it should arise, and identifying practical strategies for principals should it not

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Results

Conclusion