Knowledge Hub
Our Knowledge Hub contains our contributions to the body of research into music education and related policy. We seek to fill gaps in existing knowledge to inform decision-making and activity. Below is our current body of work including research, explainers and submissions to government.
OUR PUBLICATIONS
Our Understanding of Quality Music Education
Before commissioning new research we thought it imperative to establish just what we mean when we talk about ‘quality music education’. After consulting with partners and experts in the field we have been able to agree on the core elements of what constitutes a quality music education.
While the explainer recognises that music learning can be, and so often is, enjoyed throughout our lives, the focus here is on quality music education in primary schools.
OUR PUBLICATIONS
Music Education: A Sound Investment
In 2019 Alberts philanthropic arm, The Tony Foundation, commissioned a research report led by the internationally recognised scholar, researcher and award-winning music educator, Dr Anita Collins on the current status of music education in Australia.
The report highlights that a large number of Australian primary school children have little or no access to music education. Moreover, for those who do, there is significant variation in the quality of the learning they receive.
Dr Collins and her co-authors identify what constitutes quality music education and the issues to be addressed if we are to ensure that all primary students are to have access to the significant benefits it offers.
OUR PUBLICATIONS
Fading Notes: the state of music education for the next generation of primary school teachers
The Fading Notes report is the second original research piece commissioned and released by Music Education: Right from the Start. Funded by the Day Family Foundation, it investigates the provision of music education in primary teaching degrees in Australia.
The methodology was designed by Dr Anita Collins and the Project Team and the research and analysis were completed by Dr Rachel Hocking in December 2022. Thanks are also extended to the members of our Knowledge Base Working Group whose expertise has been critical in the research design and review.
While pockets of excellence exist, the research ultimately concludes that diminishing levels of music education within generalist primary teaching degrees leave most graduate teachers underprepared to meet the realities of the classroom and expectations of the curriculum.
A workshop drawing on the report’s findings was convened to consider constructive solutions to addressing the challenges identified. These are presented in the Summary Report that accompanies the full Fading Notes report
Further Research
While the substantial body of research in the social and neurosciences continues to build, it emerged in our consultations that there is a critical absence of ‘baseline data’ on music education in our primary schools: the number of students accessing music education; who is delivering it; and what is being taught.
We have set out to fill this gap working with our partners and government departments wherever we can, and to understand stakeholder expectations and needs such as parents and principals. Stay tuned for further reports.
