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8/25/2018 19 Comments Independent evaluation of the Musical Futures Australia Professional Learning Program reveals 97% of teachers believe that MF approaches remove barriers to participationThe Musical Futures Australia Professional Learning Program is a Victorian Department of Education sponsored PD program developed to support schools across the state to increase opportunities for all Victorian children and young people to access, participate in and experience quality music education programs. Since the program commenced in August 2015, over 700 schools and nearly 1,200 teachers throughout Victoria have been involved. The program was instigated following a Victorian Parliamentary Inquiry into the extent, benefits and potential of music education in Victorian schools (The Extent, Benefits and Potential of Music Education in Victorian Schools (2013)) which found there is now significant research which demonstrates that “engagement in the Arts, including music, resulted in higher academic grades, literacy results and attendance for primary school students.” Some additional context: •Victoria has no specialist teaching positions as such within the primary system. All primary teachers are determined to be general classroom teachers and that would not change. •School leadership has the ability to deploy teachers in specialist roles, visual art, PE, music etc. (specialist roles do exist in the secondary system) •However comparative few schools around 300 of 1,500 primary schools had deployed teachers in the specialist music role resulting in many schools not offering music. DET research suggested that 24% of government schools in 2014 offered a continuous music program. •The Inquiry determined that more effort was required in primary schools if the benefits of music in school education were to be realised •A new Australian curriculum was on the horizon that included the teaching of the arts and specifically music within years P-8 The Dandolo Partners Independent Evaluation of the Victorian Musical Futures Australia Professional Development Program was commissioned by the Victorian Department of Education and the evaluation involved around 280 teachers and around 180 schools who participated in the first program cohort. These teachers and schools had been using Musical Futures approaches and resources for at least 9 months prior to the research taking place. Scroll down to download the full report and summary of the evaluation. What they saidFrom the cohort of 180 schools 24 schools were included in more detailed case studies and the following are an example of some of the feedback from teachers and students who participated: ‘The Musical Futures PD has moved us out of our comfort zones and helped us relate to student experience’ – Music teacher ‘Music class is so much better than in previous years as we now have more independence’ – Grade 6 student ‘I see Musical Futures as a hook to get them interested and to sustain that interest. From there I am able teach them theory and the other elements not explicitly covered by the Musical Futures resource’ – Music teacher ‘I just want to learn and do music’ – Year 7 student Key Findings, impact and numbersGeneral Findings:
Teachers report that:
Following the workshops:
Impact on teachers:
Student impact:
68% believe that the program has increased the number of students learning and playing a musical instrument via co-curricular or external programs Download the Full report and Summary
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