Provision for music education in the primary school curriculum : school solutions

The developing trend towards common curricular frameworks for the arts disciplines is examined in the context of a discussion of the past and present educational, social and economic influences on the arts in Australia. The philosophical foundations underlying National and State curricula are explored in depth and the implications for music curriculum design and delivery in the primary school are established. As curriculum ideals are not always evident in classroom practice, this research examines actual practice through the analysis of results from a survey questionnaire distributed to primary school specialist music teachers in the Hartz district in southern Tasmania. Changes affecting human and physical resourcing levels, and as a consequence timetabling and programs, are examined. The extent to which current music documents and arts frameworks influence actual programs is ascertained. The nature of the curriculum choices being made and individual school solutions, are analysed. While a music education for all children forms the foundation of many curricular ideals this research will seek to establish the extent to which equity of provision has been achieved. Movements towards a user-pays system and the widening gulf between policy and practice are shown as the inevitable result of rationalisation philosophies. Therefore despite current policy emphases on \music for all\" a relationship is shown between the range and type of school solutions for the provision of music education and the school's socio-economic status location and size. All of these have access and equity implications for music teaching."