Dr Jason Goopy is Lecturer and Coordinator of Secondary Music & Instrumental Music Education at Edith Cowan University and President of the Australian Society for Music Education. His research aims to uncover how music education positively transforms lives by examining the nexus between music, education, and psychology using arts-based and mixed-methods. Jason’s research monograph, Teenage boys, musical identities and music education: An Australian narrative inquiry, is published through Routledge. He is currently leading funded research projects investigating how music education supports the mental health and wellbeing of young people and the impact of community-based music teacher professional development courses.
Day 1: Monday
with Jason Boron.
| Time | Title |
|---|---|
| Session 5: 15.00 | Research: National survey results of music teachers’ perspectives who have completed Australian Kodaly Certificate courses |
| Professional music teacher associations are increasingly left to fill the gaps created by the erosion of music teacher education in Australian universities. Despite these ongoing challenges in the tertiary sector, community-based organisations have increased their professional development support. This paper presents the national survey results and analysis of a larger mixed-methods funded research project that investigates the perspectives of music teachers’ who have completed levels of the Australian Kodály Certificate (AKC). The AKC is an internationally recognised professional development course which has been offered by Kodály Australia for the past 30 years. It is estimated that thousands of participants have completed courses across Australia and internationally. The online survey asked participants about their motivation to complete AKC courses, their learnings, impact on practice, and what university teacher education can learn from its success. It also incorporated a range of published quantitative measurement tools including self-efficacy, musical self-concept, and the PERMA profiler. The project uses a sequential exploratory research design where the results from the survey will be interrogated in follow-up interviews. The potential impact of professional music teacher associations is yet to be realised and this study generates new knowledge on the importance of local professional associations in supporting teachers. | |
Day 2: Tuesday
| Time | Title |
|---|---|
| Session 5: 15.05 | Research: Narratives of young adolescents’ musical flourishing in Kodály-inspired class music education |
| Music education is a powerful force in shaping and supporting young adolescents’ musical identities and wellbeing. Self-determination theory and basic psychological needs theory provide a lens to examine how music education contributes to young people living well. This presentation presents narrative vignettes of six Year 9 boys I was teaching at the time, describing their experiences in a Kodály-inspired class music program. During their interviews, students completed a draw and tell task to the question, “What do you enjoy about class music?”. Their stories and drawings expose a community of engaged music learners and how class music satisfied their psychological needs of competency, relatedness, and autonomy, supporting young adolescents to flourish in, through, and with music. | |