National Review of School Music Education - Murdoch Research ...

international and local literature (Part 2) has grounded the research in rigorous, extensive and longstanding
research that establishes the benefits and value of music in the education of all Australian
students in schools K-12.
The snapshot of the current situation, outlined in Part 3, focused on a number of key perspectives
on delivery of music in Australian schools now. In scanning the landscape of school music
education, the Review highlighted a number of issues: scope and delivery of curriculum
documents; provision of services for music in schools by systems and sectors; partnerships in
provision; participation and achievement data, and accountability; and teacher education.
In presenting this snapshot of school music it is important to recognise that there are sites of
excellence currently delivering effective music education to Australian students. In identifying
deficits in school music it is important that these programmes of excellence are not overlooked or
diminished. As a nation we need to celebrate and thank teachers, principals, parents and partners
involved in these programmes. We need also to recognise the support for music provided by
systems and sectors. While identifying needs for more attention and support, there is a need to
acknowledge what is currently being provided.
The evidence gathered during the Review pointed towards focusing on what is meant by the term a
quality music education. The evidence collected in part has answered this during site visits,
submissions to the Review, consultation and the development of the Guidelines for Effective Music
Education (Part 4). The strategic directions and recommended actions outlined in Part 5 provide a
focus on leadership and action on this matter.
The recommendations are substantial, reflecting the extent of the issues identified. But they are
achievable providing that there is sufficient political commitment, ongoing goodwill and
collaboration. The actions are targeted to a range of key stakeholders and, in most cases, reflect the
need for concurrent action by different stakeholders. This multi-level approach to resolving issues
is a key to bringing about the necessary change identified by the Review.
All of the recommendations should be seen as a complete, necessary package. As highlighted in the
Key Messages priority action is needed for:
• Improving the overall status of music in schools;
• Improving the equity of access, participation and engagement in school music for all
students;
• Improving teacher pre-service and in-service education;
• Improving curriculum support services (advisory, instrumental music, vocal music and
music technology;
• Supporting productive partnerships and networking with music organisations, musicians,
the music industry and the Australian community;
• Improving music education in schools through supportive principals and school
leadership, adequately educated specialist teachers, increased time in the timetable,
adequate facilities and equipment; and
• Improving levels of accountability.
The Review highlights that the effectiveness of music in schools depends on the quality of
teaching, in partnership with quality support. The work of teachers is enabled through the support
provided by systems, sectors, schools, principals, parents, the wider community and through
partnerships with music organisations and industry. Raising the status of music education will have
a positive impact on the quality of music in schools.
There has been considerable debate about the seriousness of the current situation. Some on the
Steering Committee argued for using the term crisis. The Review team has avoided the
connotations of such language, but notes that the evidence points to this being a time when action
must be taken, a critical turning point. The National Survey of Schools showed that there are students
in approximately 900 Australian schools (about 9-10% of schools) that have no music programme.
As tempting as it might be to dismiss this number as relatively small, to do so would fly in the face
of international and local research that demonstrates the need for and value of universal music
education for Australian students. Besides, there is also the other evidence collected that, in
addition to these 900 schools with no music, there is likely to be a significant number of other
schools where music education is limited to participation. A quality music education – as identified
by this Review – provides a music education that focuses on participation and engagement,
extension and, ultimately, excellence.
FINAL REPORT xxvii