UNESCO-NIE Centre for Arts Research in Education (CARE)

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Journal: 
Research Studies in Music Education (RSME)
Name(s) of Author/Editor(s): 
Marsh, Kathryn
Refereed: 
Yes
Volume No.: 
15
Issue No.: 
1
Page numbers of article: 
58-67
Year of publication: 
2000
Country of publication: 
Australia
Country of Research Data: 
Australia
Language: 
English
Abstract: 
Approaches to the teaching of culturally diverse music programs have become an increasing concern of international music educators in recent years. These concerns are reflected in the Australian state of New South Wales where teachers of all curriculum areas are responsible for educating all students about Aboriginal heritage and cultures. As a consequence of limited guidelines regarding the use of Aboriginal music in schools and perceived shortcomings of preservice training in providing models for the teaching of Aboriginal music programs, many teachers lack the confidence to engage in such programs. This article discusses the effect of a 1997 project conducted with pre-service education students at a university in Sydney. The project, involving fieldwork study of an Aboriginal performer in residence program at a Sydney school, is seen to have positively affected student attitudes to the teaching of Aboriginal music in educational settings. It is presented as an example of the way in which personal contact with culture-bearers can create new levels of cross-cultural understanding for music education students.
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