ERIC EJ1000252: The Provision of Classroom Music Programs to Regional Victorian Primary Schools

2012·0.54 MB·English

by  ERIC

aaustralian
s osc i e t y
f o r mmu s i c
The provision of classroom music educat ioen
incorporated
programs to regional Victorian
primary schools
Jennifer Heinrich
La Trobe University, Bendigo.
Abstract
Anecdotal evidence suggests that many schools in rural areas, do not operate classroom music programs due to a
shortage of qualified staff and with access to tertiary music education rapidly diminishing in regional Victoria, there is
little indication that the situation will improve.
This paper reports on a mixed methods research project that shows numbers and types of music programs operating
in rural primary schools and universities, then how music teachers perceived their roles and undergraduate
preparation for music teaching.
The findings show that tertiary specialist music education has all but disappeared from regional Victoria. Principals are
struggling to find staff to teach music in their schools and only a small percentage of responding music teachers were
qualified specialists. Pre-service training in music is seen to be lacking in both quantity and quality and teachers are
highly critical of the placement of music within the Arts Key Learning Area particularly when it comes to reporting.
The article concludes that despite the arts’ inclusion in the new Australian Curriculum, Victorian primary schools
students will not have equality of access to music education until there is an increase in status/funding of music
education and accordingly, in the number of music teachers being educated.
Key words: Classroom music programs, Primary schools, Pre-service training in music, Music within the Arts Key
Learning Area, Australian Curriculum
Australian Journal of Music Education 2012:2,45-58
In November 2005, Professor Margaret Seares Existing literature reveals that there have been
reported to the Honorable Dr. Brendan Nelson, some initiatives in response to the review’s
Minister for Education, Science and Training on recommendations (Lierse, 1995-6; Pascoe,
what was the most extensive review of music 2007; Stevens, 2010). However seven years on,
in the history of Australian education. In The little evidence was found to indicate that these
National Review of School Music Education initiatives have had a significant impact on the
(NRSME) Seares stated that the review revealed: number of primary music programs operating in
regional Victoria. Data gathered show that a large
cycles of neglect and inequity which impact to
the detriment of too many young Australians, percentage of schools in rural regions of Victoria
particularly those in geographically and are missing out on a music education program
socially disadvantaged areas. (DEST, 2005, p. iii) and that much of what is being taught is neither
sequential nor taught by qualified staff.
Australian Journal of Music Education 45
Heinrich
Background to the study Literature review
Essentially, the impetus for this research was The literature reviewed examined the reasons
driven by a professional concern in the realm of why music education should be offered in
teacher education. The researcher has taught primary schools. This exploration provided
music in primary and secondary schools for authoritative justification for music educators’
over twenty years and for the last ten, she has belief that music is of benefit to children and
also taught in undergraduate primary teacher school programs. The review also examined the
education, writing and teaching music elective role of undergraduate teacher education and
units. During this time, regular requests were government policy and curriculum.
received from local school principals, asking for “a
good music graduate” while music electives at the
Music education for children: why
university were slowly being discontinued. The
provide it?
question of a connection between the two arose
and a concern over just how widespread the When examining the value of music in education,
problem might be. Was this the only university the literature revealed a number of reasons why
being forced to cut music education options for the discipline should be taught at primary school
students? Were principals all over country Victoria level. Studies into community attitudes showed
struggling to find music teachers and how did that the majority of public would like to see music
currently practicing music teachers perceive and the arts occupy a more central role in school
the situation? This study therefore examined education (Australian Music Association, 2001;
the current issues pertaining to the provision Costantoura, 2000; DEST, 2005). It was also argued
of music education in schools and universities that all children, regardless of where they live or
in regional Victoria, gathering quantitative what type of school they attend have equal rights
and qualitative data from all parties involved, to a quality music education (DEST, 2005; Global
including universities, music teachers and Access Partners, 2011).
schools. National and international literature were Despite links often being made between the
examined at length in order to place the findings study of music and success in other subject areas,
in context, with a particular focus on Australian there were mixed findings in this area. Some
government education policy and curriculum suggested that this is likely (Costa-Giomi, 2004;
which directly affect all three parties in the Ilari, 2003; Scripp, 2003), while others remained
provision ‘chain’. more reserved in their conclusions (Forgeard,
Winner, Norton, & Schlaug, 2008; Hetland, 2000).
There was no conclusive evidence showing that
What defines a “music teacher”?
the connection is direct rather than indirect,
For the purposes of the study, the term “music though current research is seeking to establish
teacher” or “music specialist” referred to the role this (Forgeard et al., 2008). The literature did
of the teacher rather than to their qualifications however, strongly support the links between the
(unless otherwise specified). Music teachers study of a musical instrument and the accelerated
surveyed for this study were responsible for music development of some parts of the brain
programs that operate for a full class of children, (Gazzaniga, 2004; Geoghegan, 2004; Ho, Cheung,
usually during “release time” for the generalist & Chan, 2003). Classroom music programs, it
teacher. was found, are more likely to positively influence
other areas of student well-being such as self-
esteem, ability to work in a team, improved
46 2012, No. 2
Music programs in regional Victorian primary schools
school attendance, increased confidence, ability importance of the subject in policy documents
to persist and decreased anger and stress (Bryce, that is not followed through in curriculum or
2004; Caldwell, Vaughan, & Harris, 2011; Davies- its implementation (Bamford, 2006, p. 11) and
Splitter, 2009; Fiske, 1999). it was noted that policy without appropriate
A strong argument was made for the value of funding and infrastructure does not produce
music in its own right as part of a well-rounded positive outcomes (Champion, 2011; Kelly, 1999).
education (Coulter et al., 1995; Eisner, 1998; In addition, the Victorian Essential Learning
Stefanakis, 2002) as well as for the purposes of Standards were seen to be too general to be
vocation (Global Access Partners, 2011). There useful to teachers in writing curricula for their
was a considerable body of literature on the schools (Gill, 2007; Watson & Forrest, 2005).
importance of arts education in fostering creative The Victorian Institute of Teaching (VIT)
and innovative leadership (Sharp & Metais, 2000; Specialist Area Guidelines require a music teacher
Temmerman, 2006b; Winner & Hetland, 2007) in Victoria to have a:
and on the shift away from traditional teacher- (a) Major study in Music which includes
dominated learning to curricula with a greater Practical Music or
emphasis on social and emotional learning (b) Major study in Music together with
(Clouder et al., 2008; OECD, 2001; UNESCO, AMEB Grade VI or Year 12 Practical
2007). In addition, it was pointed out that no music or
type of education can intrinsically be considered (c) Major study in Music which includes
of value without taking into consideration the Practical Music specialising in one or
appropriateness of content and the quality of more musical instruments(2008, p. 4).
teaching (Bowman, 2010; Hodges & O’Connell,
When the Institute refers to a “major”, they require
2005; Temmerman, 2008) .
a study of six discipline units (single semester
subjects) throughout a four-year Bachelor of
Policy, curriculum and funding Teaching degree (2008, p. 2). However, the
integrity of the guidelines is undermined by the
To understand how policy and curriculum affect
opening statement which reads:
music education in Victoria, the study examined
Nothing in the following implies a requirement
how they are represented in the broader context
by the Institute for employers to insist that
of Australian education policy. How music is
a registered teacher should hold particular
represented was found to have a bearing on how
specialist area qualifications to teach in particular
it is perceived by the community together with
areas (2008, p. 1).
staff and students in schools. (DEST, 2005). The
Therefore, despite the guidelines being
literature showed that music is grouped with
the preferred background for music teachers,
four other subject areas in a Key Learning Area
principals are in no way obliged to insist that the
that is not currently regarded as compulsory
staff they employ to run music programs have
in schools except in Queensland (MCEECDTA,
these qualifications. It is possible to conclude
2008). This is part of a world-wide trend to
that the Institute itself is aware of how difficult
combine related disciplines, possibly because
it can be to employ teachers that meet the
of economic rationalism, the redistribution of
specifications.
scarce resources and a fear of falling educational
Some writers argued that the emphasis
standards (Watson, 1999, p. 221). In many cases
on literacy and numeracy has had a negative
this has resulted in music “all but disappearing
impact in Australian schools on other subject
from the radar” (DEST, 2005, p. 106). It was found
areas, including music and the other arts (Alter,
that there is a degree of ‘lip service’ paid to the
Australian Journal of Music Education 47
Heinrich
Hays, & O’Hara, 2009; Gibson & Anderson, 2008; cases specialists, to effectively deliver classroom
Lierse, 1995-6). This was shown to be the case in music programs (Andrews, 2004; Sharp & Metais,
several other countries also such as the USA, UK, 2000). A further disadvantage was that students
France, Hong Kong and Canada (McMurrer, 2008; often come to their tertiary studies with little or no
Sharp & Metais, 2000). The emphasis on literacy school experience of music and the arts (Dinham,
and numeracy was seen to be exacerbated by 2007; Jeanneret, 2007). In addition, the literature
NAPLAN testing and the My Schools website raised questions about the appropriateness of
in Australia (Gill, 2011; Lierse, 1997; Santiago, too much discipline-style content in teacher
Donaldson, Herman, & Shewbridge, 2011). education courses (Holden & Button, 2006; Joseph
& Heading, 2010; Temmerman, 1997) and whether
Pre-service teacher education or not it is practical to expect generalist teachers
to deliver appropriate levels of music education to
Within the theme of teacher education, several
primary school students at all (Holden & Button,
areas of concern arose in the literature. One was
2006; Stevens, 2003).
the reduction of time allotted to arts study within
generalist primary teacher education (Coulter
Methods
et al., 1995; DEST, 2005; Munday & Smith, 2010;
Temmerman, 2006a). This theme was linked This study used a mixed methods approach,
to the issue of funding reductions and the gathering both quantitative and qualitative data.
amalgamation of music with other art forms in In addition, internet and personal communication
the curriculum (Global Access Partners, 2011). The were used to gather data on tertiary music
reduction of music from undergraduate teaching education opportunities for potential Victorian
courses applied to both generalist and specialist teachers. A ten-question survey was emailed
music teaching with the emergence of generic to all state, Catholic and independent primary
“arts amalgam” subjects and less opportunities school principals in the five non-metropolitan
to specialise (Temmerman, 2006a). These factors Department of Education and Early Childhood
resulted in inadequate levels of confidence and Development (DEECD) regions (see Figure 1

experience for generalists particularly and in some below). A second survey link for music teachers

Figure 1: DEECD region
  locations (Department
of Education and Early

Childhood Development,
  2009).

48 2012, No. 2
Music programs in regional Victorian primary schools
was included in the email for principals to The city
forward if the school operated a classroom music
Some students from regional areas of Victoria
program.
elect to reside in Melbourne and study music in
Upon return of the survey questionnaire,
metropolitan universities. This is an expensive
quantitative data were organized into tables
exercise involving away-from-home living
and graphs representing the trends as statistics.
expenses as well as standard costs associated
Qualitative data was retrieved from the
with tertiary education. Across Victoria, teacher
comments sections at the ends of questions in
education is offered by nine universities. The
each of the two surveys. The data were analysed
majority of these are located in Melbourne as
and grouped in accordance with similar themes.
shown at Table 1 below.
The results are shown and discussed in the three
Of the seven universities in Melbourne offering
results sections following.
teacher education, three offer VIT-approved
music specialist education: Melbourne and
Results and discussion Monash Universities in the form of music degrees
and Victoria University with its six VIT- approved
1. Teacher education in regional Victorian
music electives. The remaining five all offer arts
universities
amalgam subjects with Deakin and RMIT offering
The Victorian Institute of Teaching (VIT) clearly two music electives.
outlines in its Specialist Area Guidelines what is
required in order for a teacher in Victoria to be The country
regarded as a music specialist (VIT, 2008). The Table 2 shows the primary teacher music
following information places into perspective education offered by regional universities (and
how difficult it is for tertiary students, particularly regional campuses of city universities).
in rural areas, to achieve these qualifications.
Table 1: Primary teacher music education available in Melbourne Universities (2011).
Teacher Education Degree(s) offered Compulsory Music Music Music
Facility “arts” electives major degree
subject
(with music
component)
Deakin University Bachelor of Ed. 1 2
Monash University Bachelor of Music and Bachelor √
of Education
Victoria University B.Ed P-12 or B.Ed. (Early 1 6 √
Childhood / primary)
University of Melbourne Bachelor of Music + Master of √
Teaching (secondary) or Master
of Teaching (primary)
Australian Catholic Bachelor of Ed. 2
University
La Trobe University Bachelor of Teaching (Primary) 1
RMIT University Bachelor of Ed. (Primary) or 1 1
Bachelor of Ed. (Primary and Arts 2
expertise).
Australian Journal of Music Education 49
Heinrich
There are no tertiary institutions in country What is the education background of
Victoria offering a music degree, nor are there participating music teachers?
any that offer the six units of elective study
The majority of responding music teachers
required to meet VIT specialist guidelines for
had studied a teaching degree with either a
the subject area of music (Victoria University
compulsory music/arts component or such a
is the only institution in the state to offer this
unit coupled with music electives. How many
option). It is therefore not currently possible to
electives participants took was not asked, neither
qualify as a music specialist (in accordance with
was the year in which study took place (it is no
VIT guidelines) outside Melbourne. Most of the
longer possible to undertake 6 discipline units
institutions above offer one compulsory arts
of tertiary music study outside Melbourne.) It is
amalgam unit for one semester within their B.Ed.
therefore only possible to conclude that 22% of
courses with ACU Ballarat offering one elective
participating music teachers definitely have VIT-
and Deakin in Geelong, four.
approved specialist qualifications. It is likely that
some of those who studied more than ten years
2. Music Teachers’ Survey ago will have taken 6 discipline music electives
These results were gathered via an electronic and be similarly qualified, but unlikely that this
survey forwarded to classroom music teachers is a large number or that any who studied more
by principals. Approximately 62% of responding recently will have had this opportunity.
principals said that they had a music program
operating within their school (n = 185), but only
117 music teachers responded to the survey.
Table 2: Primary teacher music education in Victorian regional universities (2011)
Teacher Education Facility Degree(s) Offered Compulsory Music Music Music
“arts” subject electives major degree
(with music
component)
Deakin University (Geelong B.Ed. 2 4
campus)
Deakin University (Warnambool B.Ed. (Primary) 1
campus)
Charles Sturt University (Albury/ B.Ed. (K-12) 1
Wodonga campus)
B.Ed. (Early childhood)
Ballarat University B.Ed.
B.Ed. (Early childhood)
Bachelor of Teaching (Early 1
childhood education)
Monash University (Gippsland Bachelor of primary 1
campus) education
Australian Catholic University B.Ed. (Primary) 1 1
(Ballarat campus)
Latrobe University (Bendigo and B.Ed. 1
Mildura campuses)
50 2012, No. 2
Music programs in regional Victorian primary schools
Are the music programs being taught responses included: drama, creative movement,
sequential in nature? instrumental music, music technology, full school
musicals, recorder and music theory.
About 75% of music teachers initially described
their music program as sequential. Despite this, in
Music’s status within the arts key learning area
the comments, 44 participants (39% of the total)
Question 8 of the Music Teachers’ Survey asked
indicated that they would like to be offering a
for perceptions about music’s placement in the
sequential program but for a variety of reasons,
Australian Curriculum grouped with five other
were unable to do so. This suggests that the
areas under one key learning area. Nearly half
true figure for participating teachers running a
(45%) of respondents stated that they thought it
sequential program is likely closer to 61% than
had a negative impact on the subject area:
75%.
Each of those subjects need time to teach
What type of content is offered in music separately. You can’t expect it all to be taught
in one forty minute lesson per week, especially
programs?
music which is really another language.
Singing and games are the most popular kinds
Common objections were that the subject
of music content being taught by participating
areas (particularly visual and performing arts),
music teachers. It would be of interest to
are simply too different to be combined under
determine the nature of “games” being played in
one discipline area – a finding in support of the
music classes. While it is optimal for students to
literature (DEST, 2005, pp. xii-xiii; Gill, 2007). Many
be learning in an enjoyable environment, if the
also stated that this led to a “watering down” of
activities referred to are not educational, they
subject content and a lack of appropriate time
are possibly a cause for concern. Again, while
within the curriculum in which to teach music,
no-one would be likely to argue against the
also discussed in the literature (Alter et al., 2009;
place of singing in a music program, even just
DEST, 2005; Lierse, 1995-6).
for the joy of the experience, ideally it would be
incorporated with specific educational outcomes
Reporting within the arts key learning area is
in mind.
not appropriate
In the comments section, teachers were
invited to list the “other” types of music content A quarter of comments about music’s status
they were offering in their schools. Their within the arts key learning area pertained to
the difficulties of reporting within the arts KLA,
indicating that this is an issue of importance to
practicing music teachers and worthy of note by
Figure 2: Study undertaken by currently practising
curriculum writers:
music teachers.
With our reporting system music and art just get
averaged out into a black blob! If a child excels in
What is your background in music education?
(nb “degree” indicates education degree one area and not the other the result just comes
45 out as average, which a comment can possibly
Percentage43322110505050 omvuecrcho rmooem bu tot ict ostmillm loeonkts a bnaydw (aayn).d there isn’t
5
0
no tertiary degree with no degree with degree with music degree
education music training compulsory arts compulsory arts
or music subject or music subject
and music electives
n=3 n=13 n=26 n=45 n=26
Australian Journal of Music Education 51
Heinrich
Levels of satisfaction with music teacher A leaning towards Orff and Kodaly
education
Throughout the music teachers’ survey, there
The majority of participating teachers studied were regular references to Orff and Kodaly.
in Melbourne or rural Victoria. Although Teachers indicated that the discovery of these
approximately 60% of students who studied in approaches to teaching music had proven
these institutions were satisfied with the music beneficial to their teaching and that they would
component of their education, only 15% were have liked exposure to them earlier in their
“very satisfied” and 24% were “dissatisfied” or career:
“very dissatisfied”: I wish I had known about Orff during my training.
More interested in extending my knowledge I later was involved in VOSA and it totally
rather than preparing me to teach small children changed my teaching...so much more relevant to
the concepts and elements of music. Needed primary students
more practical ideas.
3. Principals’ survey
Many teachers made reference to the small
amount of time dedicated to teaching music in
What percentage of participating schools
their courses and to the type of content delivered
operate a classroom music program?
in courses. The survey also showed that 68%
of respondents would have done more music There were 301 responses received to the
in their course if it had been available and that principals’ survey with 38% indicating that they
the amount of music offered in courses had did not operate a classroom music program
significantly declined since the 1980s. and 62% saying that they did. One respondent
skipped the question. Figure 3 shows the DEECD
Dissatisfaction with tertiary music education location of schools with and without a classroom
content music program.
The Loddon Mallee, Grampians and Hume
A clear theme emerged regarding the lack of
regions (all to the north of the state) had the
practical material pertaining to teaching and
greater number of schools without a music
to the lack of instruction on how to structure a
program in operation. The Grampians was the
sequential music program:
only region in the study that had a greater
...the content is generally quite irrelevant to the
number of schools without a program (55%) than
actual occupation, with many ideas being very
outdated and unrealistic. with (45%). Possible reasons for this are examined
later in the report.
A more structured expectation of what kids
would be expected to learn at each level. Does your school run a specialist music program? Vs Region
Does y9o0ur schooFli gruunr ae s 3pe: cTihaleis tl omcuasitci oprno gorfa mm?u Vss iRce pgiroongrams across
This theme links closely earlier comments which 80
rlbrilnieeekuc vfetettee urtfarreortelelei tbadrd urse t y nt coo hcua fftaobrhetrule eernrin snietmetoaglsy rp .dal tyIoo tes r 4 aewst0acqoa%hn.us Mice nsoenuga fot ng riifaenyg qls e pspmuscaotahurenltoisditdcioyc ietl p hstpne aaortanotsf c ttgtwheshr nioaPercentageaon mlussg987654321el0000000000od PercentageLMoad7654321lld00000000eoen LMPercentageoadl98765432Glde00000000roDeanmo episa nyGsoruamr GspicipaRhpneossgloainlo drnGuipnrRup easrgl asaHinpoulden mVceiiacltisoHt urBmimaaruew.soinc SpWBraorgwroanm SNWY?eo Vss RegNYieoosn Yes
made the best presenters. 10 No
0
Loddon Grampians Gippsland Hume Barwon SW
Mallee
Region
n=91 n=57 n=38 n=67 n=40
52 2012, No. 2
Music programs in regional Victorian primary schools
Type of schools involved in the surveys asked what the most relevant reasons were.
Budget restrictions (65%) and lack of availability
Principals were also asked what type of school
of qualified staff (47%) were the two most
they worked in.
common responses to this question. The third
This information showed that while the state
most popular reason (insufficient room on the
and Catholic schools’ percentages for having
timetable) was referred to often in the comments,
a music program sit very close to the overall
with frequent reference made to an emphasis on
percentage (61.7%), the independent schools’
literacy and numeracy.
figure is much higher (84.2%). The figures indicate
I think it’s important, but with all this extra
that there is more emphasis on music programs
emphasis being on literacy and numeracy, the
in independent schools than in the other two
need for specialist music teachers, especially in
systems. The emphasis on particular areas of
smaller schools like ours is put to the way side so
curriculum is likely to be influenced very directly we can focus on English, Maths and Integrated
in independent schools by the opinions of Studies.
parents whose financial imput into their childrens’
Several principals also indicated that they are
education makes these schools more answerable
forced at times to choose what subjects are made
to parental pressures than those in the state and
available to their students on the basis not of
Catholic systems. The figures confirm that many
what they decide is best for them, but instead on
students in country Victoria are disadvantaged
what staff are available in the area:
in their access to music education not just by
For two years we had an art specialist instead
geography but by finances as well. This supports
of a specialist music teaching program, simply
information in the literature regarding lack of
because we couldn’t employ a teacher.
equality in Australia when it comes to access
to music education (DEST, 2005; Global Access
The effect of small school size and location
Partners, 2011).
Location and subsequent size of rural schools was
Reasons why music programs are not seen by principals to be a very significant factor
in hindering the employment of music teachers.
offered in some schools
As student numbers in the country are lower
In cases where a school did not operate a than in the city, schools tend to be smaller and
classroom music program, principals were therefore require a specialist only for a small time
fraction. Comments to this effect were made by
twenty principals. Isolation was also seen to be a
contributing factor in a secondary sense, in that
Figure 4: Which types of schools run classroom
100 music programs. principals felt teachers would be unlikely to want
100 ge80 to travel long distances either from a major centre
Percentage864000 Percenta642000 Do 1y0o0u have a music program? Vs what type oNYfe osschool NYiesos yours? teon oguetg tho h tohuerirs stcoh mooalk, eo rt hbee tjowbe ewno srtchhwoohlisle t.o get
20
0 e80
0 State Stntagate60 CatholiScchCaotohlo TlicypeIndependeInndtependent Quality of teachers available
e
Perc40 School Type NYPeosrincipals also suggested that it is can be difficult
20
to find a good teacher. It was often indicated that
0
State Catholic Independent finding someone with suitable music skills and
School Type
State n=233 Catholic n=48 Independent n=19
Australian Journal of Music Education 53
Heinrich
good teaching practices/behavior management institutions might reveal some reasons for the
ability can be very challenging. variation in numbers of music programs in these
Suitability of available personnel is always an cities.
issue - they need to be good teachers as well as
musicians!
A possible link between universities and
schools
Comparisons across regions
Victoria’s 3 largest cities (outside Melbourne) are
In general, it was found that the three northern- all home to universities offering undergraduate
most regions were struggling the most in their teacher education. There was a marked variation
issues with music program provision. The data between the cities in numbers of classroom music
indicates that in three of the four comparisons programs operating there.
between regions, the Grampians and Hume Geelong is situated only 69 km from
regions encountered the most difficulties, while Melbourne and is relatively large (193,615
Gippsland and Barwon South West regions people). It was therefore less likely to be subject
experienced the least. One possible reason for the in the same degree as Ballarat and Bendigo to
variation between northern-most and southern the factors of isolation being examined in this
regions is that of geography and population study. It is also possible that the low number
distribution. Barwon South West and Gippsland of responses (*) from Geelong did not give an
are both regions with lengthy coastal access, accurate representation of the situation in schools
quite possibly offering more attractive real in that city. It was therefore decided to compare
estate and lifestyle options to teachers than the Ballarat and Bendigo (Loddon Mallee region) as
northern regions. they are both about 150 km from Melbourne and
It is also important to consider that the two both have similar population size (approximately
regions at opposing ends of the spectrum when 90,000).
it comes to difficulties employing music teachers An examination of the history of music
are each home to one of Victoria’s largest rural education at the two local universities showed
centres with universities. Barwon South West (the that the two cities had similarly rich opportunities
region that struggled the least) is the location for music education until the mid 1990s. At that
of Deakin University, Geelong which offers the time, Bendigo continued to offer music electives,
most music electives outside Melbourne. Ballarat but Ballarat did not. This is a possible explanation
University which offers no music electives, is for the low number of responding schools (31%)
in the Grampians region which struggled most operating a music program in that city. La Trobe
often to find music teachers. It was concluded University in Bendigo persisted with six music
that a more detailed examination of these tertiary electives until 2006 and ran four until the end
Table 3: Numbers of schools operating music programs in major rural centres.
Town No. that have program No. of responses % who have prog
Bendigo 15 18 83
Ballarat 4 13 31
Geelong 3 *5 60
54 2012, No. 2