ABSTRACT

This paper presents findings from ethnographic case study research that investigated teacher practices and student engagement in classroom music. The data collection was undertaken in a primary (elementary) and a secondary school in Australia and focussed on the classroom practice of two teachers and four classes of students aged 10 to 16 years. The two teachers invited to participate in the study had been identified as being influenced by the Musical Futures approach following their participation in a Musical Futures professional learning workshop. The findings draw on participant-observation of music lessons, interviews, and focus groups. From this research, a model of teaching for engagement in classroom is proposed. This paper discusses three over-arching themes that comprise the model, illustrated with classroom snapshots from secondary Year 10 and Year 7 music classes and primary Year 5/6 music classes.

摘要

本文介绍了民族志案例研究的结果，该研究调查了教师实践和学生对课堂音乐的参与。数据收集在澳大利亚的一所小学（小学）和一所中学进行，重点是两名教师和四班 10 至 16 岁学生的课堂实践。受邀参加这项研究的两位教师在参加了音乐未来专业学习研讨会后，被确定为受到音乐未来方法的影响。调查结果基于对音乐课、访谈和焦点小组的参与者观察。根据这项研究，提出了一种课堂参与的教学模式。本文讨论了构成该模型的三个总体主题，