|Published online: April 27, 2015||$US5.00|
In multicultural Australia, the state of Victoria is identified as the most culturally diverse state with a thriving multicultural society. To enhance this cultural diversity, the provision of global and multicultural education for school children is prioritised through current legislative, policy and curriculum frameworks. Music education is recognised as one of the most effective mediums of providing such education. An online survey was conducted targeting Victorian school music teachers (n=100) to investigate and to generate a snapshot of the current situation regarding the provision of multicultural music education. The survey found that, many school teachers do not possess apposite knowledge and resources hence as an alternative strategy, artists in residence are often invited to teach multicultural music in schools. Most participants acknowledged this practice as the most effective and authentic approach to educate students. To explore this further, a research study was conducted in an urban school where a range of strategies were employed to provide multicultural education including music. By witnessing the music program in action, it was found that these strategies answered the Australian governmental policy expectations for the formation of future citizens who are tolerant, caring, compassionate and fair and offered an engaging, effective and valued music education program.
|Keywords:||Artists in Residence, Culture/Tradition Bearers, Inter-contextualization, Multicultural Music, Music Teachers, Music Education, Proximal Simulation|
The International Journal of Learner Diversity and Identities, Volume 22, Issue 2, June 2015, pp.21-34. Article: Print (Spiral Bound). Published online: April 27, 2015 (Article: Electronic (PDF File; 514.476KB)).
Lecturer, School of Education, RMIT University, Bundoora, Victoria, Australia