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This padlet aims to provide teachers with a synthesis of current scholarly articles in the Music Learning Area discipline on relevant teaching pedagogies and approaches appropriate for the inclusion of Indigenous perspectives and learning of all students, linking back to the strategies outlined in the main padlet.

An extension of this area is the padlet on Music Resources for a relevant collection of music materials for the inclusion of Indigenous perspectives and culture in classroom music learning.

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The article on Learning To Teach In The Secondary School (2016) provides an in-depth view on the complex dynamics of learning music in the classroom. Chapter 7 'Behaviour for Musical Learning' written by Cooke (2016) states that "learning behaviours underpin, and in turn are a
result of, a young person’s relationship with three critical elements of education; the curriculum (cognitive wellbeing), other people (social wellbeing) and with themselves as learners (emotional wellbeing)" (page 97), in which she provides a model adapted by Powell and Tod (2004) posted below. This dynamic is further adapted in chapter 3: 'The what, how and where of musical
learning and development' written by Philpott (2016), in which there are three dimensions to musical knowledge: knowledge 'about' music, knowledge 'how', and knowledge 'of' music. From both of these perspectives comes the importance of communication and balance between each of the elements for the effective learning of music. Philpott (2016) illustrates the importance of the Constructivist, Social Learning and the balance of formal and informal pedagogy, also stressed by the author Cain (2013) in ‘Passing It On': Beyond Formal or Informal Pedagogies. These articles highlight the importance of teaching the balance of every aspect of knowledge for the musical learning and development of all students, providing ample opportunities for the inclusion of Indigenous cultures and perspectives to take place, as referenced in the strategies that focus on the inclusion of Indigenous perspectives in the classroom for the learning of all students.

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Learning Styles vs Learning Strategies vs Learning Approaches Debate

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Learning Styles vs Learning Strategies vs Learning Approaches Debate

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There are three main articles presented in this resource that analyse and express certain positions on the definition of how an individual learns and how it should be approached within the music learning area. The first article, Improving Studio Music Teaching Through
Understanding Learning Styles written by Beheshti (2009) is a study into the 'Representational
System' of instrumental music learning that explores three dominant learning styles: Visual,  Auditory and Kinaesthetic/Tactile. Although Green (2010) states in her article Musical “Learning Styles” and
“Learning Strategies” in the
Instrumental Lesson: Some
Emergent Findings From a
Pilot Study, suggests there's a difference between learning style, which is inherently activated, and learning strategy, which is gained or developed over time. Green (2010) acknowledges there is a grey area of overlap between them, Stewart (2002) on the other hand, illustrates in her article The Relevance of the 'Learning Styles Debate' for Australian
Indigenous Students in Mainstream Education that rather than 'learning styles', teachers should focus more on 'multiple intelligence's', which provide a much wider variety of learning development of students. Stewart (2002) further states that it is the "flexible combinations of learning and teaching approaches" that "allow all students to develop effective ways of gaining positive educational outcomes (page 16)". While all three articles present their own positions on the matter, they all have one aspect in common: Communication. It is clear that regardless of how a student learns or the ways they approach it, it is the communication and relationship between the content, teacher and student that stipulates learning to truly take place. This is also reinforced in all strategy aspects of this resources that focus on the participation and engagement of Indigenous communities and authentic learning experiences.

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Improving studio music teaching through understanding learning styles

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The Relevance of the 'Learning Styles Debate' for Australian

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Beheshti, S. (2009). Improving studio music teaching through understanding learning styles. International Journal of Music Education, 27(2), 107-115.

Cain, T. (2013). ‘Passing it on’: beyond formal or informal pedagogies. Music Education Research, 15(1), 74-91.

Cooke, C., Evans, K., Philpott, C., & Spruce, G. (Eds.). (2016). Learning to Teach Music in the Secondary School: A Companion to School Experience. London: Routledge.

Green, L. (2010). Musical 'learning styles' and
'learning strategies' in the
instrumental lesson: Some
emergent findings from a
pilot study. Psychology of Music, 40(1), 42–65. doi: 10.1177/0305735610385510

Stewart, J. (2002). The Relevance of the 'Learning Styles Debate' for Australian
Indigenous Students in Mainstream Education. The Australian Journal of Indigenous Education, 30(2), 13-19.

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‘Passing it on’_beyond formal or informal pedagogies