Dr Melissa is a lecturer in Inclusive Education and Arts Education at The Australian Catholic University. Her research interests include inclusive pedagogies; creative pedagogies; and culturally diverse arts education.
This article explores outcomes of research into the role and place of cultural diversity in prima... more This article explores outcomes of research into the role and place of cultural diversity in primary music classes at five government schools in Singapore. The study highlights the ways in which a variety of factors such as specialist music training, government policy, curriculum documents, and professional development influence teacher practice. In particular, the data presented provides insights into the level of support pre-service teachers receive in order to develop programmes based on cultural diversity, and to allow such programmes to flourish and remain successful. There is strong evidence that a foundation has been laid and a commitment made to providing Singaporean pre-service teachers with a comprehensive experience based on the exploration of diverse musics, particularly in the Asian context. This is apparent in the types of musics presented in primary music classrooms and resulting learning outcomes.
The aim of this review was to identify possible positive health and wellbeing outcomes of partici... more The aim of this review was to identify possible positive health and wellbeing outcomes of participatory music activities for culturally and linguistically diverse people who could be described as vulnerable or " at risk " in particular migrant populations. Nine databases were searched spanning 10 years (2002–2013). The search returned 977 results with 45 articles reviewed. Seven articles met the inclusion criteria with most studies involving adolescents. Despite the reported health outcomes the review identified a scarcity of generalisable quantitative research (n = 2) and credible qualitative research (n = 5) indicating a distinct need for robust future investigation in this pertinent area of research.
Higher education students are increasingly engaging in work experiences, often directed towards e... more Higher education students are increasingly engaging in work experiences, often directed towards enriching their study and promoting employability. Considerable institutional and personal resources are directed towards these experiences. It is important, therefore, to identify how to utilise them in achieving particular educational purposes. An earlier study found the optimum time for educational interventions is after students had completed work experiences, as they can share, compare and engage critically with those experiences. As these interventions are premised on student engagement, it is important to understand: (i) the reasons why and (ii) means by which they prefer particular interventions. This paper discusses the findings of a survey of higher education students from healthcare disciplines that sought to address those two issues. Students reported a preference for processes assisting them gauge and further develop their occupational capacities and readiness to secure employment and practice effectively once employed. Those interventions led, facilitated or guided by teachers or experts (i.e. clinicians), were preferred over student-organised and led ones. These students place lower value on peer assistance and feedback. This finding contradicts recent literature indicating being assessed by peers is greatly valued. It is these findings and discussions that are elaborated here.
This paper explores the practicum experience of international students studying in a teacher educ... more This paper explores the practicum experience of international students studying in a teacher education course. Much research has investigated the experience of international students during their degree experience but there is limited research that has addressed the practicum; a key component of teacher education. The research that does exist tends to view international students as analogous rather than individual students with distinct needs and experiences. The current paper will draw evidence from fourteen international students gathered via interviews. The themes of learning and teaching contexts and relationships; curriculum, pedagogy and assessment; and personal attributes were identified and the conceptual frameworks of internationalisation and professional socialisation were applied in the data analysis. Findings revealed there are some generalisations can be applied to the understanding of international students' experience during practicum however, each student had individual attributes that impacted on the overall experience. There is potential for this research to inform the development of carefully structured and culturally sensitive work placement programs for international students studying education worldwide.
This paper focuses on the alignment between learning and assessment. The Assessment in Music (AiM... more This paper focuses on the alignment between learning and assessment. The Assessment in Music (AiM) project, funded by the Office for Teaching and Learning (OLT), is engaged in the processing of mapping assessment practices to the Creative and Performing Arts (CAPA) Threshold Learning Outcome statements (TLOs) in tertiary music programs. The project team has employed the process of consensus moderation as a means of redeveloping existing assessment processes to reach agreement on assessment standards at the host institution, Queensland Conservatorium Griffith University (QCGU). In this project, the process has involved two procedures: the project team engaging in consensus moderation to arrive at claims at the program level, and course convenors collaborating with like- minded colleagues to reach consensus on the claims for Graduate Attributes at the course level. The results indicate a generally positive relationship between the use of consensus moderation and a reduction in the cla...
Cross-cultural music education can motivate children to look at music in fresh ways and awaken th... more Cross-cultural music education can motivate children to look at music in fresh ways and awaken their imaginations to new possibilities and ways of thinking. This paper is presents the voices of three practitioners experienced in, and passionate about the field of culturally diverse music education. Over the past 25 years the presenters have ignited an interest in world musics in their students from pre-school to higher education in North America, Asia, Australia and the Middle East. They have been committed to creating innovative programs which practically reflect the changing nature of contemporary classrooms within a global society. The paper provides a review of the current state of culturally diverse music education in North American and Australia - exploring underlying philosophical constructs, prevailing attitudes and current teacher training experiences - as a theoretical framework for a practical ‘how to’ guide for school teachers; tried and tested with a wide variety of age...
This paper focuses on the progress and findings of the Assessment in Music (AiM) project. It addr... more This paper focuses on the progress and findings of the Assessment in Music (AiM) project. It addresses the alignment between learning and assessment by exploring the nature of academic standards as they are applied in higher music education across Australia. Funded by the Australian Government’s Office for Teaching and Learning (OLT), the project team has been engaged in the mapping of all core assessment tasks in Bachelor degree programs at the lead institution to the Creative and Performing Arts Threshold Learning Outcome statements (CAPA TLOs), the Graduate Attributes (GAs) of the lead institution’s host university, and the Australian Qualifications Framework (AQF) Learning Outcomes. Central to the project is the process of consensus moderation as a means of ensuring assessment standards at the lead institution, as consensus moderation has been adopted at its host university to enhance the validity and reliability of assessment practices. This presentation reports on both the fin...
Landscapes: the Arts, Aesthetics, and Education, 2014
ABSTRACT There are a number of implications of recent imperatives in the Australian higher educat... more ABSTRACT There are a number of implications of recent imperatives in the Australian higher education sector to ensure that all institutions offering coursework degrees have clearly defined graduate learning outcomes, mapped against individual units of study. The implications in terms of providing evidence that graduate learning outcomes have been met presents challenges for institutions and disciplines. In this chapter, we consider the consequences of regulations in the broader context for the discipline of music, and report on some of the findings of the Assessment in Music project (AiM), which has explored the constructive alignment between assessment and learning outcomes statements of various kinds at the Bachelor degree program level.
This paper explores the preliminary outcomes of research into the place and role of cultural dive... more This paper explores the preliminary outcomes of research into the place and role of cultural diversity in primary music classes at five International Schools in Singapore. It highlights the ways in which school philosophy, policy, curriculum and in-service training influence teacher practice. The research provides insights into the challenges teachers face when diversifying their music programmes in addition to the areas of support that allow a programme based on cultural diversity to flourish and remain successful. The results of interviews with music specialists at these schools suggest that music programmes at International Schools in Singapore provide examples of best practice in culturally diverse music education. The success of these programmes is due to several identifiable factors such as strong philosophical and curricula foundations, quality in-service training and the regular involvement of culture bearers and visiting artists.
Short and long term outcomes for culturally and linguistically diverse (CALD) and at-risk communities in participatory music programs: A systematic review
Background: Research has shown that participatory music programs can encourage positive health an... more Background: Research has shown that participatory music programs can encourage positive health and well-being outcomes. The purpose of this paper is to explore the impact of participatory music programs, which aim to promote positive mental and physical health and well-being outcomes for young people from culturally and linguistically diverse communities, characterized as at-risk. Method: The databases EBSCOhost, ProQuest, SCOPUS, HRCA, Informit, JSTOR, SAGE and OVID were searched for literature published between 2002 and 2013. Outcomes from studies were plotted against the Shultz and Northridge's Social Determinants of Health framework (2005). Results: In total, six sources were included in this review. The majority of music participation programs targeted toward young people characterized as at-risk possess positive outcomes on the Proximate and Health and Well-being levels of the SDOH framework, such as a reduction in anxiety, depression, emotional alienation, truancy and aggression. Additionally, participants in programs reported an increase in attendance in school, self-esteem, cultural empathy, confidence, personal empowerment and healthy nutrition. Conclusion: Results suggest that participation in music programs is able to encourage positive mental and psychosocial health outcomes for individuals. Considering the short-term focus of programs reviewed, and limitations surrounding data analysis and collection, this paper underscores the need for rigorous research that explores the potential long-term outcomes of similar programs.
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Papers by Melissa Cain