SWOT Analysis of Historical Research in Music Education in Australia

Prepared by Robin Stevens – November 2017

INTRODUCTION

• Undertaking historical research is important for many reasons, but there are two aspects that are particularly relevant to music education. Firstly, the educational historian Richard Aldrich has pointed out that it is only through an understanding of past mistakes that we can avoid errors in the future and that data can be obtained which will inform decisions to be taken regarding future action.¹ Moreover, Allen P. Britton has asserted that ‘Historical studies can serve to orient[ate] the music teacher in time and space, bringing him/her back to a real world in which the problems of today are related to the problems of the past’.² Secondly, music education historians George Heller and Bruce Wilson have pointed out that biography can be a source of inspiration and motivation for contemporary music educators: ‘biography serves not only to provide worthy models, but also to cast notables of the past in accurate, life-like (and therefore replicable) human models of behaviour’.³
• The history of Australian education was one of first areas to receive attention by university researchers and postgraduate students. During the 1960s and 1970s, there were several prominent researchers whose primary focus was on historical research; these included A. G. Austin, Stephen Murray-Smith, E. L. French and R. J. W. Selleck at The University of Melbourne and Donald Peart, Alan Barcan, J. S. Gregory, Cliff Turney and R. C. Petersen at The University of Sydney. In addition, at least one state education authority – the Education Department of Victoria – appointed an Education History Officer (W. N. Drummond) who, with L. J. Blake as General Editor, produced a three-volume history entitled Vision and Realisation: A Centenary History of State Education in Victoria in 1973.
• This first generation of Australian education historians encouraged some of the earliest research studies in music education which resulted in historical theses being undertaken by Alexandra Cameron (BEd 1956, MEd 1969), Doreen Bridges (PhD 1970) and Robin Stevens (PhD 1978). Some of these music education historians went on to supervise higher degree by research students undertaking their own investigations into the history of music education in Australia.

STRENGTHS

• The development of school music education from its beginnings during the mid-nineteenth century through to the mid-twentieth century has been reasonably comprehensive in the cases of New South Wales, Victoria, South Australia and to a lesser extent Tasmania (see the listing of theses and research papers in the Appendix). In addition, the history of tertiary music education, particularly the development of the Australian Music Examinations Board, was well documented (Bridges 1970). Historical studies of music education in these four states and in some cases undertaken by successive music education historians to extend the chronological period of single studies be regarded as a strength in this field of research. There is a wealth of knowledge and experience of both success and failure in music education policy and practice documented in these historical studies which is available for present-day policy makers to draw upon in their formulation of future action.
• The life histories / biographies of several important Australian music educators, both in this country and overseas, have been well documented in the colonies, later states, mentioned above as has the development of various music teaching methods such as Tonic Sol-fa, Dalcroze, Orff Schulwerk and Creative Music. Inspiration derived from a particular music teacher has been the motivation for many music students to embark on their own careers in music education. Prominent music teachers from the past—such as the nineteenth century Tonic Sol-fa-ist Samuel McBurney in my own case (see Stevens 1986) and prominent women music educators (see Jenkins 2007, Stevens 2000, 2017)—represent sources of inspiration for both past and present generations of music educators.
• Supervision for postgraduate students undertaking historical research topics has been available chiefly at Deakin University, Monash University and RMIT University by supervisors who have been and are still active researchers in the area. This has resulted in both maintaining a degree of continuity for historical research and an extension of the chronological period under investigation (e.g. Ferris 1993, 2002 and Chaseling 2009).
• As already mentioned, the history in music education was one of the most prominent areas of research during the 1960s and 1970s. However, by 1997, from a total of 267 research studies undertaken for higher degrees in music education, only 16 studies to that date were identified as focusing on history or biography. By 2012, of the 914 postgraduate research studies in music education, those focusing on history and/or biography numbered thirty-four. This appears due largely to an increased focus initially on quantitative research in music education and more recently on qualitative (descriptive) research relating to contemporary music education policy and practice.
• Nevertheless, there is a significant body of research that has been undertaken by Australian music education historians, much of which has been published as book chapters and in both local and overseas scholarly journals. In addition, conference papers (usually published in conference proceedings) have contributed significantly to the dissemination of historical research findings. In this regard, annual conferences of the Australian Association for Research in Music Education (later the Australian and New Zealand Association …) and the Australian Society for Music Education have been avenues for both disseminating and promoting historical research in music education.

WEAKNESSES

• One of the most obvious weaknesses in Australian music education has been the failure of policy makers—politicians and state education authorities—to take account of ‘the mistakes of the past’ in bringing forward transformative changes to areas such as the provision for music teaching in government schools and the training of primary school teachers in music. For example, the National Review of School Music Education highlighted several long-standing deficiencies in these areas through its recommendations inter alia that all primary school students should have access to music specialist teachers (R.14) and that the standard and provision of pre-service training in music for all generalist classroom teachers should be improved (R.3).⁴ Despite the fact that these and other current systemic deficiencies were clearly apparent during the nineteenth century in New South Wales and Victorian colonial school systems,⁵ little if any heed has been taken of these problems. This has resulted in a record of neglect in relation to these issues that has repeated itself several times over to the present day. There are clearly on-going problems in current policy making processes, namely a failure to take account of the mistakes of the past and a failure to draw on some of remedial measures which have been implemented in the past.
• Despite a reasonably substantive corpus of research into and publications relating to the history of music education in Australia—44 theses and research papers and 147 book chapters, journal articles and published conference papers (see the Appendix), historical investigations undertaken for higher degrees up to and including 2012 represented only 3.7% of the total of completed theses and research papers undertaken in music education for higher degrees up to and including 2012. The current lack of interest and activity in historical research in music education in Australia is a matter of some concern.
• Due perhaps to the lack of supervisors with expertise in and enthusiasm for historical research, there has been comparatively little investigation into the development of music education in schools, tertiary institutions and community settings in Queensland, Northern Territory and Western Australia. As far as can be ascertained, there are currently only a handful of historical studies into the historical development of music education being currently undertaken in Australia universities.

OPPORTUNITIES

• As mentioned above, those responsible for music education policy particularly in government schools—i.e. federal and state politicians and their advisors, state education authorities, school administrators and music education practitioners—have a duty to ensure that they are fully informed in their decision making by drawing on the corpus of historical data that is available on Australian music education. As Richard Aldrich has pointed out, only by understanding the nature and circumstances of our past mistakes can we avoid repeating these same mistakes in the future—informed decision making must take account of past policies and practices.
• Aside from the obvious gaps in the documentation of the history of Australian music education—in particular, Queensland, Northern Territory and Western Australia, there are many areas where there are opportunities for historical research, not least for documenting of developments in these states. Areas such as the development of school music curricula and school music organisation, tertiary music education (including the demise of several university music departments over the past couple of decades and the rise of vocational music courses in the TAFE sector and by private providers), government policy related to the provision of music education in schools—both classroom and instrumental music, public music examination bodies, music teacher professional associations, advocacy for music education, etc are all worthy of investigation.
• There are also many opportunities for documenting the more recent past through oral history accounts as well as from documentary evidence; indeed, priority should be given to interviewing key figures involved in the development of government policies in relation to music education and to music educators who have made a significant contribution to music education practice.
• Another opportunity for music education historians is that of inter-disciplinary research. Few if any research topics may be undertaken without a consideration of that topic’s contextual (historical) background. Accordingly, music education historians should endeavour to establish links with and contribute an historical perspective to other disciplines within the cognate area of music education.
• Given that the majority of music education historians in Australia are either already retired from academia or will be retired within a decade, there is the opportunity for beginning and mid-career university-based researchers to develop an interest in and research skills in historical investigation. This will ensure that coming generations of music educators interested in historical investigation will have access to and may derive inspiration from experienced and well-informed supervisors.

THREATS

• Aside from the lack of younger researchers undertaking historical research (alluded to above), there is also a potential threat to the future promotion of historical research in Australian music education with the lack of a specific focus in postgraduate coursework (specifically at Masters level) on the historical development of music education in Australia. Although by no means universal in the United States, several universities there have subjects at Masters level which teach the history of music education, thereby providing a grounding for students wishing to undertake historical research. Historical investigation in the United States is further supported by a journal dedicated to reporting historical studies—the Journal of Historical Research in Music Education—which has been utilised by several Australian music education historians.

APPENDIX

A Bibliography of Historical Research in Music Education in Australia

The following bibliography comprises all known sources of information relating to the foundation and subsequent development of music education in Australia and the life and work of Australian and overseas music educators who have been prominent in Australian music education. The referencing style utilised for these citations – the American Psychological Association (APA) style – is that adopted by the Australian Journal of Music Education and other key music education journals.

Please advise of any corrections or updates to: robinstevens@music-ed.net

Robin S. Stevens⁶ November 2017

Theses & Research Papers⁷

Boadle, B. H. (1977), Music Teaching in Victorian State Primary Schools in Relation to Teacher Training (Unpublished MEd thesis). University of Melbourne.

Breen Clarke, S. (2009). ”‘Flamboyance, tweed and a dash of Scotch whisky’: Franklin Sievright Peterson as adjudicator at the South Street Competitions, 1901 (Unpublished ”MMusSts Professional Research Project Report). University of Melbourne.

Bridges, D. M. (1970). The Role of Universities in the Development of Music Education in Australia, 1885-1970 (Unpublished PhD thesis). University of Sydney.

Burke, H. (2010), The Introduction of Creative Music Education in Victorian State Secondary Schools 1957 to 1988 (Unpublished PhD thesis). Monash University, Clayton, Victoria.

Cameron, A. E. (1956). ”The Class Teaching of Music in State-Supported Schools in Victoria, 1853-1905 (Unpublished ”BEd thesis). University of Melbourne.

Cameron, A. E. (1969). ”The Class Teaching of Music in Secondary Schools Victoria 1905-1955 (Unpublished ”MEd thesis). University of Melbourne.

Ciantar, M. S. (2011). ”Arthur Stedman Loam (1892-1976), Australian Composer: His contribution to musical culture and music teaching (Unpublished ”MMusSts Professional Research Project Report). University of Melbourne.

Chaseling, M. J. (2009). ”Teaching music in New South Wales primary schools,1920-1956 (Unpublished ”PhD thesis). Deakin University, Geelong.

Choe, M. (2016), Pedagogy and performance of David Popper (1843-1913): An analysis of influence and legacy of Popper’s compositions in studio teaching ”(Unpublished ”DMA thesis). University of Sydney.

Comte, M. (1983). ”Arts Education in the State School System in Victoria, Australia: 1945 to 1980 (Unpublished ”PhD dissertation). University of Michigan.

Davis, B. P. (1987). Class Singing in South Australian Elementary Schools in the Nineteenth Century, 1852-1892 (Unpublished MEdSt research project). Flinders University of South Australia.

Davis, B.P. (1987)). The History of the Music Curriculum in the Nineteenth Century South Australian public education system, 1836-1910 ”(Unpublished ”MEd thesis). Flinders University of South Australia.

De Quadros, A. (1988). Development in music education with exemplication of Victorian curriculum documents, 1981-1987: Description, discussion and cultural evaluation (Unpublished MEd thesis). LaTrobe University, Melbourne.

Dugdale, J. H. (1969). ”The Place of Music in the National and Public Schools of New South Wales, 1848-1880 (Unpublished ”MEd Long Essay). University of Sydney.

Elton, J. (1967). Music in Secondary Education in Girls’ Schools in Victoria ”(Unpublished ”MMus thesis). University of Melbourne.

Farrant, J. (1992). ”The History of Music in Coolgardie, Kalgoorlie and Boulder, 1892 to 1908. (Unpublished ”MA). University of Western Australia.

Ferris, A. J. (1993). ”The Provision of Classroom Music in State Primary Schools, Victoria: 1970 to 1980 (Unpublished ”MEdSt minor thesis). Monash University, Clayton, Victoria.

Ferris, A. J. (2002). ”Classroom Music in Victorian State Primary Schools 1934 to 1981: Curriculum Support (Unpublished ”PhD thesis). Monash University, Melbourne.

Harris, M. C. (1985). ”The Role of Women in Music Education in Victoria from 1875 to 1910 (Unpublished ”MEdSt thesis). Monash University, Melbourne.

James, S. C. (1999). ”Joseph O’Malley S.J. A Nineteenth Century Australian Music Educator (Unpublished ”MEd Research Paper). Deakin University, Geelong.

Jenkins, L. E. (2007). ”Australian women music teachers, performers and composers from 1900 to 1950 (Unpublished ”PhD thesis). Monash University, Melbourne.

Kidney, J. (1976). ”Music Education in South Australia 1871-1897 (Unpublished ”Student Paper). Murray Park College of Advanced Education, South Australia.

Lauer, H. R. (1996). ”The Role of the First Four Elder Professors in the Development of Musical Studies in the University of Adelaide, 1885-1964 (Unpublished ”MEdSt dissertation). University of Adelaide.

Lierse, S. M. (2005). ”The Development of Instrumental Music Programs in Victorian Government Secondary Schools 1965 to 2000 (Unpublished ”PhD thesis). RMIT University, Melbourne.

Maclellan, B. M. (1990). ”Walter Bonwick and the Establishment of Music Teaching in the National Schools of Victoria, 1855-1856 (Unpublished ”MEd thesis). University of Melbourne.

Maclellan, B. M. (1995). ”Walter Bonwick and the Place of Music in the Curriculum of the National, Common and State Schools, 1854-1883 (Unpublished ”PhD thesis). University of Melbourne.

Murphy, B. J. (1995). ”Some Aspects of Music Education in Victoria, 1850-1988 (Unpublished ”PhD thesis). Monash University, Clayton, Victoria.

Nash, S. (2011). ”Heather Gell: A Dalcroze influence in Australian music education 1924-1979 (Unpublished PhD thesis). University of Sydney.

O’ Young, J. (1986). ”Music Education in South Australian Primary Schools 1950 – 1985 (Unpublished ”Student Paper). South Australian College of Advanced Education, Adelaide, South Australia.

Pietsch, H. M. (2010). The choral program of the South Australian public primary schools’ Festival of Music: A study of its effectiveness ”(Unpublished ”PhD thesis). University of Adelaide, South Australia.

Pope, J. L. (1994). ”ABC School Broadcasts in Western Australia, 1938-1946: An Investigation into Radio Programmes for Early Childhood featuring Music and Movement (Unpublished ”MEd project thesis). Edith Cowan University, Perth, Western Australia.

Pope. J. L. (2008). ”Dalcroze Eurhythmics in Australasia: The first generation, from 1918 (Unpublished ”PhD thesis). Monash University, Clayton, Victoria.

Read, J. C. (1992), ”A Holistic Approach to Music Education in the Primary School: An Historical and Theoretical Perspective (Unpublished ”MEd research paper). Deakin University, Geelong.

Rushton, J. M. (1965), ”The contribution of radio and television to the teaching of Music in the New South Wales state primary schools ”(Unpublished ”MEd thesis). University of Sydney.

Russell, I. (n. d.), ”The History of the Music Branch, Education Department of South Australia (Unpublished ”Student Paper). South Australian College of Advanced Education, Adelaide, South Australia.

Sardi, J. (2007). An investigation of musical life and music societies in Perth (Western Australia), 1900-1950 ”(Unpublished ”B.A.(Hons) thesis). Edith Cowan University, Perth, Western Australia.

Somssich, B. J. Z. (1975). ”Music Education in Tasmanian State Primary Schools, 1905-1975: An Enquiry into Trends, Developments and Attitudes (Unpublished ”BA(Hons) thesis). University of Tasmania.

Southcott, J. E. (1997). ”Music in State-Supported Schooling in South Australia to 1920 (Unpublished ”PhD thesis). Deakin University, Geelong.

Stevens, R. S. (1971). ”Samuel McBurney and the Introduction of the Tonic Sol-fa Method of Teaching Singing to Victorian State Schools ”(Unpublished ”BEd Research Essay). University of Melbourne.

Stevens, R. S. (1978). ”Music in State-Supported Education in New South Wales and Victoria, 1848-1920 (Unpublished ”PhD thesis). University of Melbourne.

Stowasser, H. M. (1983), ”The Development of the Music Curriculum in Queensland Secondary Schools (Unpublished ”PhD thesis). University of Queensland.

Turner, K. (1981). ”The Relation Between the public Music Society of South Australia and Musical Education (Unpublished ”Student Paper). Hartley College of Advanced Education, Adelaide, South Australia.

Webster, G. (1993). ”Orff Schulwerk – An Historical Perspective for Australian Society (Unpublished ”MA (Music Education) dissertation). St Thomas University, St Paul, Minnesota.

Wilmott, N. (1986). ”A History of the Music Department, University of Queensland, 1912-1970 (Unpublished ”MA(Qualifying) thesis). University of Queensland.

Published Materials: Books, Book Chapters, Journal Articles & Published Conference Papers⁸

Bridges, D. M. (1972). Some Historical Background to Australian Music Education (1): Foundations. Australian Journal of Music Education, 10 (April), 21-24.

Bridges, D. M. (1972). Some Historical Background to Australian Music Education (2): Origins of the Music Examination System. Australian Journal of Music Education, 11 (October), 13-16.

Bridges, D. M. (1973). Some Historical Background to Australian Music Education (3): Music in the University of Melbourne (1901-1925). ”Australian Journal of Music Education, 12 (April), 17-19.

Bridges, D. M. (1973). Some Historical Background to Australian Music Education (4:) The Development and Influence of Music Education. ”Australian Journal of Music Education, 13 (October), 21-23.

Bridges, D. M. (1974). Some Historical Background to Australian Music Education (5) The Rise of the Australian Music Examinations Board. Australian Journal of Music Education, 14 (April), 9-11.

Bridges, D. M. (1974). Music in Australian Education: Origins and Background. Australian Journal of Music Education, 15 (July), 11-13.

Bridges, D. M. (1975). Music in the University of Adelaide: A Retrospective View. Miscellanea Musicologica: Adelaide Studies in Musicology, 8, 1-10.

Bridges, D. M. (1978). Towards a Rationale for Music Education: An overview. In Proceedings of the National Conference of the Australian Association for Research in Music Education, 1978 (pp. 4-9). AARME.

Bridges, D. M. (2005). Teaching and Learning Music: The Thoughts of E. Harold Davies (1867-1947). In ”Proceedings of the National Conference of the Australian Association for Research in Music Education ”(pp. 37-45). AARME.

Bridges, D. M. (2006). ”More than a Musician: A life of E. Harold Davies. ”Melbourne: Australian Scholarly Publishing.

Burke, H. (2005). The Relevance of Creativity: John Paynter and Victorian Music Education in the Twenty First Century. In Proceedings of the National Conference of the Australian Association for Research in Music Education (pp. 46-52). AARME.

Burke, H. (2005). Conflicts and misconceptions in the development of creative music education in Victorian state secondary schools. In David Forrest Ed.), Australian Society for Music Education Inc. XV National Conference Proceedings (pp. 35-40). Parkville Victoria: Australia Australian Society for Music Education.

Burke, H. (2006). The new soundscape: the introduction of integrated arts in Victorian state secondary schools. In Proceedings of the National Conference of the Australian Association for Research in Music Education (pp.1-7). AARME.

Burke, H. (2007). A systems view of creativity and its implication for classroom music education. In Peter de Vries and Jane Southcott (Eds), Proceedings of the XXIXth Annual Conference Music Education Research: Values and Initiatives (pp.1-7) Melbourne: AARME.

Burke, H. (2007). The misapplications of Gardner’s Music Intelligence in Victorian state schools. In A. Stanberg, J. McIntosh and R. Faulkner (Eds), Celebrating Musical Communities. Proceedings of the 40th Anniversary National Conference (pp.73-76). Nedlands Western Australia: Australian Society for Music Education.

Burke, H. (2010). The 1960s Victorian secondary curriculum reforms and the introduction of the teacher-developed music curriculum. ”E-Journal of Studies in Music Education, ”1-15.

Burke, H. (2014). Marching backwards into the future: The introduction of the English creative music movement in state secondary schools in Victoria, Australia. British Journal of Music Education, 31(1), 41-54.

Burke, H. (2014). Influential Pioneers of Creative Music Education in Victoria, Australia. Australian Journal of Music Education, 2014(2), 23-35.

Burke, H. (2014). Noela Hogg, music educator: reminiscences of a past student. Australian Journal of Music Education, 2014(2), 36-45.

Callighan, J. (1998/9). The Italian Vocal Tradition for the New Millenium: Isaac Natham’s Singing Pedagogy and Current Voice Science’. In J. Williamson (Ed.), ”Proceedings of the XXth Conference of the Australian Association for Research in Music Education. Perth, Western Australia: ”AARME.

Chaseling, M. J. (2003). The great public school choir of ten thousand. In K. Hartwig (Ed.), Proceedings of Artistic Practice as Research: XXVth National Conference AARME (pp. 25-43). Melbourne, Victoria: AARME.

Chaseling, M. J. (2004). Why Celebrate in 2004? The Centennial of the New South Wales Primary Syllabus. In Proceedings of the National Conference of the Australian Association for Research in Music Education, 2004 (pp. 58-74) AARME.

Chaseling, M. J. (2004). Snapshots from the Inspectorate: Music in New South Wales State Primary Schools: 1908, 1914, 1918. In M. J. Chaseling (Ed.), Proceedings of the XXVIth National Conference of AARME (pp. 75-94). Melbourne, Victoria: AARME.

Chaseling, M. J. (2004). Snapshots from the Inspectorate: Music in New South Wales State Primary Schools: 1908, 1914, 1918. In M. J. Chaseling (Ed.), Proceedings of the XXVIth National Conference AARME (pp. 75-94). AARME.

Chaseling, M. J. (2006). Teaching with technology: the wonders of wireless. In P. de Vries & J. Southcott (Eds), Proceedings of Music education, standards and practices: XXVIIIth Annual Conference Australian Association for Research in Music Education (pp. 8-18). Mebourne, Victoria: AARME.

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Chaseling, M. J. (2008). Through the eyes of Victor McMahon: The school flute band movement in NSW public schools. In J. Southcott (Ed.), Proceedings of the XXXth Annual Conference: Innovation and tradition: Music Education Research (pp. 45-59). Melbourne, Victoria: AARME.

Chaseling, M. J. (2010)). Lost and found: 10,000 voices: an inspiring 1901 choral spectacular. Music in Action, 8(3), 8-13.

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Colgrave, D. (1990). A Historical Role for Music Education: the role of school and church in maintaining the musical life of Darwin, 1873-1980. In Proceedings of the Australian Society for Music Education VII National Conference (pp. 30-33). Alice Springs, Northern Territory: ASME.

Collins, D. (2001). ”Sounds from the Stables: The Story of Sydney’s Conservatorium. ”Sydney: Allen & Unwin, 2001.

Crawford, R. (2009). An Australian Perspective: Technology in Secondary School Music. Historical Research in Music Education, 30(2), 147-167.

Crews. R. & Spithill, J. (2012). One hundred years: Music Teachers’ Association of NSW 1912 to 2012. Wollongong, NSW: Music Teachers’ Association of NSW.

Eckermann, A. H. D. & Eckermann, G. R. (1991). A Century of Children and Music 1891-1991: A History of the South Australian Public (Primary) Schools Music Society. Adelaide: South Australian Public (Primary) Schools Music Society.

Erlich, R. (1990). The School Recorder: Stepping-stone or millstone? In” Proceedings of the National Conference of the Australian Association for Research in Music Education,” 1990 ”(pp. 64-74). AARME.

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Ferris, J. A. (1993). Music on the Edge: A Historical Study of the Vunerability of Music in the Primary School Curriculum. In ”Proceedings of the IXth Australian Society for Music Education National Conference, 1993 (pp. 91-96). ”ASME.

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Ferris, J. A. (1994). Miss Doris Irwin: A Tribute. Victorian Journal of Music Education, 1994(3), p.15.

Ferris, J. A. (1995). ‘The Concert Halls Were Crowded’: A Study of Melbourne’s Wartime Interest in Fine Music and Some Implications for School Music. In Proceedings of the Xth Australian Society for Music Education National Conference, 1993 (pp.93-). ASME.

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Pope, J. (2006). Dalcroze Eurhythmics in Melbourne: 1919-1929. Proceedings of the National Conference of the Australian Association for Research in Music Education, 2006 (pp. 85-94). Melbourne Victoria: AARME.

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Stevens, R. S. (2002). Change and Stasis in School Music Education in Victoria: The Past Informing the Future, Australian Journal of Music Education, 2002(1), 19-29.

Stevens, R. S. (2002). James Churchill Fisher: Pioneer of Tonic Sol-fa in Australia. In J. Southcott & R. Smith (Eds), A Community of Researchers: Proceedings of the XXIInd Annual Conference of the Australian Association for Research in Music Education (2000) (pp.172-182). Melbourne: AARME.

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Stevens, R. S. (2002). Why Teach Music in Schools? Music Forum: Journal of the Music Council of Australia, 9(2), 19-24.

Stevens, R. S. (2005), Taking Stock of School Music Education in Victoria: The Lessons of History in the Present Context of the National Review. In A Celebration of Voices: Proceedings of the XV National Conference, Australian Society for Music Education (pp. 253-258). Melbourne: ASME.

Stevens, R. S. (2006). Forward Gaily Together—The School Music Compositions of Samuel McBurney. In J. Southcott & P. de Vries (Eds.). Proceedings of the XXVIIIth Annual Conference of the Australian Association for Research in Music Education (pp. 116-125). Melbourne: AARME.

Stevens, R. S. (2017), Pathfinder and Role Model: Ada Bloxham, Australian Vocalist and Tonic Sol-fa Teacher, OnlineFirst (Journal of Historical Research in Music Education), http:// http://journals.sagepub.com/doi/10.1177/1536600616669360

Stevens, R. S. & Southcott, J. E. (2010). Australia: Recurring problems and unresolved issues. In G. Cox & R. S. Stevens (Eds), Origins and Foundations of Music in Compulsory Schooling: Cross-cultural Studies of Music in Compulsory Education (pp. 171-187). London: The Continuum International Publishing Group Ltd.

Stevens, R. S. & Southcott, J. E. (2017). Australia: Recurring problems and unresolved issues [revised and updated]. In G. Cox & R. S. Stevens (Eds), Origins and Foundations of Music in Compulsory Schooling: International Perspectives (pp. 223-239). London: Bloomsbury Academic.

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Williamson, J. D. (1979). Aspects of Teacher Education in Music in Western Australia. In” Proceedings of the National Conference of the Australian Association for Research in Music Education,” 1979,” (pp. 61-66). Melbourne: AARME.

The bibliography above has been compiled from citations listed in the following sources:

Australian Association for Research in Music Education (2008). ”Indexed Abstracts, 1978-2007 ”(2nd ed.). Melbourne: AARME.

Musicological Society of Australia (2016). Education and Pedagogy (Specialty). MSA Australia and New Zealand Postgraduate Music Research Thesis Register” [website], http://www.musicresearchanz.com/?q=taxonomy/term/21

National Library of Australia (2017). ”Trove ”[website], http://trove.nla.gov.au/

Journal of Historical Research in Music Education (2017), ‘Browse: All Issues, July 1980-October 2017’ [website], http://journals.sagepub.com/loi/jhr

Stevens, R.S. (1981). Historical Research in the Field of Musical Education: Its nature and applications. Proceedings of the National Conference of the Australian Association for Research in Music Education, 1981 (pp. 52-63). Melbourne: AARME.

Stevens, R.S. (2013). ”BAMER – The Bibliography of Australian Music Education Research, 1934-2012/13 ”[website], http://music-ed.net/bamer/

Southcott, J. E. & Sell, D. (2014), Introduction to historical research in music education. In Hartwig, K. A. (Ed.), ”Research Methodologies in Music Education ”(pp. 9-34). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

RMIT Training (2015), Searching Databases [website], http://search.informit.org/

Author

Robin Stevens

Published Dec 6, 2017.