Abstract:
Music education provides children with a means of self-expression, emotional regulation and social connection. Despite this, there is a global decline in music education enrolments often attributed to limited teacher confidence, curriculum restrictions and the overwhelming nature of standardised testing that shapes contemporary schooling (Russell-Bowie, 2009). In a changing world, where children face wicked challenges associated with the uncertainty of their futures, music education can help develop empathetic, critical and creative thinkers and reflexive problem solvers. In Australia, music is mandatory within the primary curriculum and compulsory in early secondary school before it is offered as an elective subject to more senior secondary students. Yet, only a very small fraction of students continue to elective study and little is known about the factors influencing these decisions. This study aimed to investigate the reasons students engage in music education. Framed by Expectancy-Value Theory and extensions made by Eccles (1983) within the General Model of Academic Choice, the study investigated the network of variables impacting the engagement behaviours of students in music education. This presentation will draw on observational, interview and learning artefact data collected over a year from case studies of 14 students, which build a picture of their experiences with compulsory music education in Year 8, and decisions to continue with elective music education in Years 9 & 11. Findings suggest developing an early interest through primary school education, particularly for those with limited music experiences outside of school, was important for students who made the decision to continue with the subject through high school. Teachers were also essential factors in this decision, particularly those who demonstrated enthusiasm, empathy and a willingness to experiment with students. By understanding the factors that shape students’ decisions to continue with music, we are better positioned to address the ongoing declining numbers of participation in music education. The significance of these findings for education in a changing world will be explored, highlighting areas for further investigation.