Music is taught for its intrinsic value; improved student engagement, language skills, learning and well-being are valuable benefits of a good music education.

The National Music Teacher Mentoring Program, now Music in Me, was established in 2015, and has partnered with Professor Margaret Barrett to evaluate and improve the effectiveness of the program. Through an evidence-based approach, a number of significant research projects have been conducted, seeking to evaluate:

1. What difference has mentoring made to the confidence and competence of generalist classroom teachers in the teaching of music?

2. What difference has mentoring made in the classroom to student engagement and outcomes in music and other areas?

SUMMARY OF FINDINGS

1. Improved confidence and competence in the teaching of music

Unequivocally, mentoring has significantly improved the confidence and competence of classroom teachers in teaching music. Teachers developed the capability to plan music lessons and activities effectively, facilitate learning, manage multiple groupings and teach complex musical content. Teachers felt empowered to teach music in their own classroom and to share these experiences with colleagues.

By the end of their mentoring program teachers were able to teach the complex skills of singing 3-part rounds, compose rhythms/ostinatos/larger musical structures, use technology for a variety of music activities, and combine singing with playing of percussion instruments and actions. Their teaching strategies were linked to musical aims and objectives which produced positive outcomes for children in music and beyond.

2. Improved student engagement, music outcomes and wellbeing

Student engagement

The UQ research found improved student engagement which led to better participation in all classroom activities and more effective classroom management for the teacher. This was noticed by principals who observed that the mentoring program had a positive impact on classroom dynamics and staff morale.

Music outcomes

The research found that the mentoring program significantly improved children’s rated singing ability, with children in the control group showing no improvement, whilst those in the teacher-mentoring program demonstrated significant improvement. This finding holds regardless of gender, socio-economic standing, ethnicity or school locality.

Student wellbeing

The research found that the attitude of children towards music improved. Children themselves noted that effective music lessons have a positive impact on their mental health and well-being. Music is fun. It gives them joy and makes them happy.

Benefits of music learning

Music learning is core to the education of every child. Children develop deep knowledge, understanding, skills and values through performing, creating, listening and responding to music.

Music learning benefits students’ cognitive, social, emotional and spiritual wellbeing, helping promote positive relationships and environments for students to connect, succeed and thrive.

Music learning improves neural stability, synchronicity and connectivity, leading to improvements in literacy and numeracy skills, academic achievement and social and emotional wellbeing.

Music in Me believes in an evidence-based approach to supporting quality music education in schools. This paper was prepared by Dr Anita Collins – Australian researcher, Neuromusical Educator and author of ‘The Music Advantage’ and Louise Barkl – Music in Me Education Advisor.

Research resulting from Music in Me

Barrett, M.S., Zhukov, K., & Welch, G.F. (2019). Strengthening music provision in early childhood education: a collaborative self-development approach to music mentoring for generalist teachers.
Music Education Research, (21(5), 529 – 548.

This article reports on the impact of the NMTMP (now Music in Me) on school communities involved in the pilot program, through the perspectives of the principals, teachers being mentored and mentors. The study identified the program’s aims to improve access to music education and increase confidence in music teaching and singing. The evaluation found positive outcomes, including enriching school curricula, building resources, and impacting student learning and behaviour. The program was a successful in-situ, collaborative approach to professional learning for music teachers.

Barrett, M. S., Zhukov, K., Brown, J. E., & Welch, G. F. (2020). Evaluating the impact of a generalist teacher-led music program on early childhood school children’s singing skills and attitudes to music. Psychology of Music, 48(1), 120–136.

This article reports on the impact of a generalist teacher-led music program on early childhood school children’s singing skills and attitudes to music. Singing tests and class surveys were administered to students in 11 Australian primary schools where music specialists mentored classroom teachers over the period of one to two school terms. The results show that implementing music activities in early education settings can positively impact young children’s singing skills and attitudes to music regardless of gender, ethnicity and socio-economic standing of the school. The study provides empirical evidence of the benefits accrued by children through access to music education.

Barrett, M.S. and Zhukov, K. (2022) ‘Just as important as English or maths’: how mentoring is bringing music alive for primary school students, theconversation.com. Available at: https://theconversation.com/just-as-important-as-english-or-maths-how-mentoring-is-bringing-music-alive-for-primary-school-students-180411

This article by Prof Margaret Barrett and Dr Katie Zhukov in The Conversation outlines the impact of the NMTMP since it was established in 2015. It outlines how the principles can be applied in different contexts, and the key findings of research and evaluation of the program.