Mandy Stefanakis Written by: Mandy Stefanakis ‘All wars are evil, and all victims deserve support.’ – Clare Daley A work that truly affects me is the first movement of Shostakovich’s Cello Concerto No. 2. Okay, so I like sad music. But this is
Mandy Stefanakis Written by: Mandy Stefanakis Thriving art programs rely particularly on ‘Passionate Individuals’ who go above and beyond what is expected, to establish and/or sustain an arts program. I was recently sharing some tweets with innovative music educator and
There has been much government emergency funding to the COVID-stricken arts but our orchestras as prime recipients use it to play even less music by Australian composers. It is time for a deep change in their philosophy.
The music world has been hard hit by the pandemic. On the other hand, musicians are amongst those who have responded the most empathetically, for the common good.
Imagine if … The ‘othering’ of Australian female composers is soooo yesteryear.
Music inspired by the call of Australia’s pied butcher-bird – the life work of Hollis Taylor.
As advocates for music and music education, we constantly seek research that supports engagement in music, often, because of its claims of the positive impact on our overall wellbeing. There is a plethora of such research. For example on the
It was shortly after the most recent of these events that, on a whim, I booked a ticket to the Prince concert held in February this year. A brief escape from grief.
Introduction The Review Reports of the ‘Subject Specialists’: Dr John Vallance The Second Subject Matter Specialist, Ms Michele Chigwidden Conclusion Recommendations Links Authors References Introduction This review of course covers the entirety of the curriculum and some of the circumstances
From President’s Committee on the Arts and the Humanities (2011): Source Summary Fiske, E. (Ed.). (1999) Deasy, R.J. (Ed.). (2002) McCarthy, K.F. et al. (2004) Stevenson, L.M. & Deasy, R.J. (2005) Ruppert, S. (2006) Burnaford, G. et al. (2007) Seidel,
Advocacy for Music Education Current and Past Research into What Music ‘Is’ and ‘Does’ Equilibrium, Identity, Well-Being Emotions Connection The Musical Brain Creativity Why Music in Education Extrinsic Motives for Music and the Arts in Education What Is a Quality
Aesthetic development Personal, Social, Cultural Expression and Identity Formation Brain Function Creativity Learning Outcomes across Disciplines Social Cohesion and Skills Authors References Aesthetic development Music provides the opportunity for aesthetic experiences. An aesthetic knowledge can be described as a deep
