The current low status of music in many schools means that appropriate accountability measures do not often exist.
Partnership development between school and community groups, including arts groups, individual musicians and industry can benefit music education practice.
There is a need for continuing teacher support for music in Victorian schools if students are to have access to quality music education
Ensuring that music technology is actively included in the music curriculum.
A significant barrier for the development of music education’s status and quality is its ability to secure time within the school schedule for students from K to Year 10.
A relevant, sequential and continuous curriculum that meets students’ needs is the core on which any extension of access to music learning for Victorian students must be based.
Content, quality and extent of professional development available for music educators
There are major deficits and limitations in the pre-service training provided to prospective generalist primary teachers.
Specialist pre-service teachers are likely to have had a higher level of experience in music and may have a high level of competency on their instrument of choice; therefore, the principle issue for this group of pre-service teachers is the development of sound pedagogy and its application within the curriculum more generally. This issue is [...]
For students to have access to continuous, sequential and developmental music programs they need to have facilities, resources and equipment. In many instances schools lack these resources and are therefore a barrier to developing music programs