Research finds alarming gaps in primary teachers’ music training and confidence

The ACER survey of just over 700 primary teachers from 95 public schools revealed glaring gaps in teachers’ preparation and training to teach the subject to a Year 6 level.

This was despite a widespread consensus amongst educators that music education brings profound benefits to children’s academic outcomes and social/emotional wellbeing. 

Tellingly, some 90 per cent agreed that music education improves cognitive connectivity and efficiency, while almost all said it decreases stress and anxiety. 

Emily Albert, executive director of Alberts |The Tony Foundation, says teachers’ clear preference for pre-recorded lessons came as a shock. 

“I think we felt that was probably a trend, but we were shocked, I would say, with the number, how high it was.”

“And I think it reflects that fact that they’re not feeling well enough prepared to teach [music]. 

“So they’re needing that additional support to bring in that confidence, and I think there’s some really great opportunities to address that because of the benefits to students – all the benefits that we know come from a quality music education.” 

NSW students are missing out if they don’t receive live music lessons as part of the curriculum, Albert flags.

“You need it live. There are some things that you can do through pre-recorded lessons and they’re a great way for teachers to get support, but actually the learning that comes from live music teaching significantly outweighs what you can learn through a pre-recorded lesson.” 

More than 80 per cent of teachers reported that their ITE degrees didn’t adequately train them to teach music up to the upper primary years, with most saying less than nine hours were dedicated to music education throughout their degree.

Just one quarter said they had completed further musical training since they graduated. 

This is alarming, Albert indicates, given schools rely on generalist classroom teachers to deliver music. 

“…We’re not equipping them,” she says. 

“You then compound that when you look at the number who have followed through with professional learning in music, and that number was very small and actually correlated very highly to those with some knowledge or interest in music.

“So the ones who are already a bit musical are the ones who want to further that knowledge, and the ones who don’t come out with any confidence in music are then even less likely to pick up professional learning.” 

Albert has previously spoken out about the neglect of music instruction at the ITE level. 

This latest study only confirms what previous research has warned on this front, she says. 

“The focus on literacy and numeracy has pervaded many aspects of education, including ITE.

“I know there’s a lot of pressure in terms of what goes into ITE degrees – there’s also a lot more now on behavioural management in classrooms and how to lead a classroom as opposed to just how to actually teach the different subjects,” Albert notes. 

The amalgamation of creative arts subjects also sits at the root of the problem, she suggests. 

“I daresay this isn’t just related to music. I imagine there are a number of subjects which have felt a similar squeeze. 

“With the combining of the five creative arts into a single subject area in a way, means that each one gets a little further diminished … the subject areas really get whittled down.” 

Bolstering preservice music training is just one part of the wider reform needed, Emily Albert says. 

NSW Department of Education Secretary Murat Dizdar says the survey offers up ‘valuable data’ which will be used to inform a 10-year plan for music teaching the Department is currently actioning – a plan put together in response to the recent parliamentary inquiry into arts and music education.

“…Many schools provide wonderful musical learning opportunities for our students and we’re determined that this is an experience shared across the state,” Dizdar says. 

Albert says the ‘door is now open for change’. 

“We look forward to more detail on the process to develop the plan, including confirmation that it will be informed by the sector and external experts, with concrete actions focused on enhancing access to quality music education for all students.” 

Rebecca Taylor, senior research fellow at Australian Council for Educational Research (ACER), says music is an integral part of the Australian curriculum.

“Teachers report that music education decreases stress, enhances social skills, student engagement and wellbeing, and improves learning capacity – things ACER knows contribute to student success,” Taylor adds. 

Bolstering preservice music training is just one part of the wider reform picture, Albert says. 

“I think one of the interesting things that came out of the survey was that a lot of teachers are unaware of quality professional learning experiences.

“We know they actually are there. So, part of this is about how do we share that knowledge? How do we communicate what’s on offer? So that’s a gap that can be addressed more easily.” 

Yet Albert is keen to applaud the Government’s support of the research and endeavour to lift the quality of music education playing out in primary classrooms. 

“I think it’s quite brave to say we’ll do a survey like this and we’ll put it in the public domain and we’ll look at what we can do. 

“We know there are pockets of excellence. We know there’s some great music opportunities … there are some really innovative programs.”

John Graham, NSW’s Minister for Arts and Music, says the research is critical. 

“Music can be such a positive force in a child’s development, so it’s important we understand more about those early musical experiences in the classroom.

“Our primary school teachers are a vital part of those learning experiences, and this survey offers a valuable insight into their perspective.” 

The end goal is to ensure that every child can reap the benefits of quality music education before they hit their secondary years, Albert suggests. 

“And for us, we know that it’s often those most likely to benefit from it, who are least likely to receive it. 

“So, really it’s a big equity issue for us.” 

The survey was commissioned by Music Education: Right from the Start and conducted by the Australian Council for Educational Research (ACER). It was funded by the NSW Government through Sound NSW and Alberts | The Tony Foundation, and in partnership with the NSW Department of Education and NSW Teachers Federation.