Literature Review

Group Question: Does the music curricula in Australia equip teachers with the capacity to be
effective educators in contemporary classrooms?

Individual Question: What are Music Teacher’s perspectives on differentiation in the

classroom and how it affects Teaching Practice?

Music is an important factor in education due to its benefits of brain development,

interaction with others and is a fun subject. However, the NSW music curriculum hasn’t
been updated since 2003, which has music teachers question its relevancy to today’s
students. The Australian Curriculum website is also behind on the times with missing
information, and somewhat misguided use of language used in ‘The Arts’ topic. Since then,
teaching now has become more difficult due to an increase of diversity in classrooms based
on preferences, cultural backgrounds, special needs and learning styles (Civitillo, Denessen
& Molenaar, 2016). As schools continue to promote inclusion, teachers are to ensure that
their students are reaching academic success. This can be done through differentiation.
According to the NSW Education Standards Authority (NESA), differentiation in education is
teaching students who learn at different rates and in different ways. This can be teaching
students who have a disability, students from other language backgrounds (EALD), and
gifted and talented (GAT) students. The purpose of this study is to understand how music
teachers differentiate their classrooms, how it can affect their teaching practice and should
there be guideline of differentiation strategies in the NSW Music Syllabus. Due to the lack of
studies that focus on differentiation in music education, this literature review will focus on
differentiation in education itself through the benefits and how it affects teaching practice.

Stephanie Standerfer (2011) focuses on differentiation in music classrooms. She goes into
detail of how differentiated instruction is beneficial for students of different abilities. There
are three elements of instruction that can be differentiated. They are content, process, and
product. In music, the content is the music teachers teaching students a piece such as ‘Ode
to Joy’. To differentiate the students, teachers may separate them into different levels of
musical skill and understanding to help students progress. Some studies suggest that
teachers differentiate their students through providing choices of activities (Platt, 2018).
This refers to the activities the teacher designs to ensure students apply the content to
practice new skills and information. Activities mentioned were providing students
comparison tasks that allows students to choose a topic from various topics. Lastly, product
is having the students demonstrate what they have learnt. An example of this in a music
setting is to assess students’ skills through performance and composition tasks. This idea
provides an insight of strategies of how to differentiate in a music classroom. In the syllabus,
there is little to suggest how teachers should differentiate in the classroom for all students
and not just those with disabilities. Again, due to the lack of differentiation study’s in music
education, the remaining literature review will elaborate more on differentiation in
education as a whole.

Another study made observed on how teachers adapted their differentiating practice to
their perceived understanding of classroom diversity (Civitillo, Denessen & Molenaar, 2016),
(VantTassel-Baska, 2012). The study used a qualitative cognitive procedure adapted for
teachers called Teacher Class Map (TCM), semi-structured interviews, and additional data
through observations of the classrooms of each teacher. The TCM was to investigate
teacher perceptions of classroom diversity by taking a photograph of the student and think
aloud the characteristics of that particular student. The results confirmed that all the
teachers had a different perception of classroom diversity. Most of the teachers
differentiated their students through their background and their behaviour and not on their
cognitive abilities. Conversely, the study expressed that the teachers did not differentiate
the work for the students. Another study also expands on the idea of teacher’s perspectives
of differentiation were all different (Frankling, Jarvis, & Bell, 2017). The study however,
immersed on the idea of experimenting differentiation through practical implementation.
Unlike the previous study, the teachers undertook workshops to gain strategies in
differentiating their lessons however did not provide further information. Both of these
studies elaborate on the different standpoints of differentiation and its importance.
Students attitudes and behaviours has been a contributing factor of incorporating
differentiation in the classroom. Depending on the behaviour it can affect teaching practice.
Positive behaviour towards differentiation through implementation can improve teacher
performance. Another study mentioned that focusing on minimum standards can result in
increased uses of differentiation as it allows more freedom to insure all students gain an
understanding of the topic before progressing (Fenwick, 2012), (Geelan et al., 2015).
Although this study focuses on English curriculum, it is still valuable to understanding how
to approach differentiation providing room for research.

Returning to Civitillo, Denessen & Molenaar (2016) study, there are teachers who see
differentiation as to suit individuals needs in terms of the level they are at. One teacher in
the study focused on the students’ background knowledge of the topic. According to
(Marzano, 2004) background knowledge is announced to be important to have students
reach academic achievement. This is also mentioned in Civitillo, Denessen and Molenaar
(2016) study where a teacher found students had highly valuable background knowledge
which to that particular teacher was of greater importance. In this study (Marzano, 2004), it
showed that students who already have a higher understanding of a topic, the students had
an increase chance of reaching academic achievement. Fisher, Ross and Grant (2010), also
explains the importance of students expanding their background knowledge through
reading. Science students read widely for 10-20mins a day in the classroom which improved
students’ achievement immensely. In a music classroom, background knowledge is an
important factor to achieve. However, there is little knowledge to suggest how students
build their knowledge within this setting. Another study suggested that students can gain
student achievement through experiences (Standerfer, 2011), (Frankling, Jarvis, & Bell,
2017). In music there are three learning experiences; performing, composing and listening.
Depending on the student, they may have experienced some or all of these experiences.
The more the student has experienced performance the more understanding they have of
the topic. Therefore, students who have further background knowledge on a specific topic
or subject, will gain academic success. However, these studies do not elaborate much on
how having background knowledge can help teachers differentiate.
Overall, differentiation is an important aspect in education. Again, the lack of research of
teachers’ perspectives of differentiation in a music classroom has provided opportunity for
study. Studies have shown that teachers have a different understanding of how they
differentiate their students in the classroom from generally based on their background and
behaviour in class. The students’ level of understanding is also used for teachers to
differentiate the work for their students but no reference to the strategies used within
some of the studies. A particular theme that is significant to the study is background
knowledge. The studies have shown that students who have background knowledge can
achieve higher academic success. This was considered valuable for teachers in some studies
because it can help students in understanding the content. However, these studies do not
elaborate on these ideas and will need further research. The studies found for this topic had
mixed ideas of teacher’s perspectives of differentiation where some did differentiate the
work in their classes, which provides an insight on teacher’s who differentiate and those
who don’t. Research on the updating the syllabus was not evident and will be looked at in
this study.
References:

Civitillo, S., Denessen, E., Molenaar, I. (2016) How to see the Classroom through the Eyes of
a Teacher: Consistency between perceptions on diversity and differentiation practices.
Journal of Research in Special Educational Needs. 16(1), 587-591. Retrieved from
https://doi-org.ezproxy.uws.edu.au/10.1111/1471-3802.12190

Fenwick, L. (2012) Limiting Opportunities to Learn in Upper-Secondary Schooling:

Differentiation and Performance Assessment in the Context of Standards-Based Curriculum
Reform. Curriculum Inquiry, 42(5), 629-651. Retrieved from
https://onlinelibrary-wiley-com.ezproxy.uws.edu.au/doi/full/10.1111/j.1467-
873X.2012.00609.x

Frankling, T., Jarvis, J., Bell, M. (2016) Understandings and Practices of Differentiation
Through Professional Learning. Leading & Managing 23(2) 72-86.

Geelan, D., Christie, P., Mills, M., Keddie, A., Renshaw, P., Monk, S. (2015) Lessons from
Alison: a narrative study of differentiation in classroom teaching. International Journal of
Pedagogies and Learning. 10(1) 13-23. Retrieved from
http://dx.doi.org/10.1080/22040552.2015.1084673

Marzano, R. J. (2004) The Importance of Background Knowledge. In D. Russell (Ed.), Building

Background Knowledge for Academic Achievement: Research on What Works in Schools (pp.
1-16) United States, US: Association for Supervision and Curriculum Development.

Platt, J. (2018) How far does Choice Theory Succeed, Within Classics, as a Form of
Differentiation in the Classroom?. Journal of Classics Teaching. 19(37), 10-16. Retrieved
from http://dx.doi.org.ezproxy.uws.edu.au/10.1017/S2058631018000028

Standerfer, S. L. (2011) Differentiation in the Music Classroom. Music Educators Jounral.

97(4) 43-48. Retrieved from
https://doi-org.ezproxy.uws.edu.au/10.1177/0027432111404078

Vantassel-Baska, J. (2012). Analyzing Differentiation in the Classroom: Using the COS -

R. Gifted Child Today, 35(1), 42-48.
Dear Potential Participant:
I am working on a project titled “Music Teacher’s Perspectives on differentiation in the classroom and
how it affects teaching practice” for the class, ‘Researching Teaching and Learning 2,’ at Western Sydney
University. As part of the project, I am collecting information to help inform the design of a teacher
research proposal.
In this study, we are to discover how music teachers differentiate their work in their classrooms. We will
be looking at music teacher’s perspectives of differentiation, how easy or difficult it is to differentiate,
and how differentiating their classroom affects their teaching practice. We will also be collecting
information on if the NSW music curriculum is to be updated to provide a guide on differentiation
strategies in the classroom.

By signing this form, I acknowledge that:

 I have read to me the project information, and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to me, and
any questions I have about the project have been answered to my satisfaction.
 I consent to being recorded throughout this interview.
 I understand that my involvement is confidential and that the information gained during this
data collection experience will only be reported within the confines of the ‘Researching Teaching
and Learning 2’ unit, and that all personal details will be de-identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my relationship
with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university student
who is 17 years old.

Signed: __________________________________

Name: __________________________________

Date: __________________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old, and
provide my consent for the person’s participation.

Signed: __________________________________

Name: __________________________________

Date: __________________________________
Interview Questions
These questions will be asked in the interview. Because this is a semi-structure interview,
these questions may be asked slightly differently.

1) What is your understanding of differentiation?

2) Do you differentiate your lessons? Why?
3) How do you differentiate your classes?
4) Do you find it easy or difficult to differentiate in the classroom? Why?
5) In terms of the learning experiences in music, which one do you find difficult to
differentiate? Why?
6) The NSW Music Syllabus hasn’t been updated since 2003. Do you think an updated
version of the syllabus should include a section on how to differentiate?
Data Collection Protocol

The purpose of this study is to distinguish music teacher’s perspectives of differentiation

and how it affects teaching practice. We will also investigate if the NSW music syllabus is
needed to be updated with strategies and detailed guidelines on differentiation. The data
collection protocol for this research is a semi-structure interview that will target on the
ideas above. Due to the literature provide, interviews seemed most appropriate for this
study. The questions above are essential to collecting data for this topic to understand a
teacher’s point of view of differentiation in the classroom. These questions ask specifically
about the teachers views on the topic of differentiation. Because this data collection is
through semi-structured interviews, it allows the interviewer to ask participants these
questions to elaborate on them if necessary for a more in-depth understanding.

The teachers that are to be interviewed will range from pre-service teachers who have
completed a practicum, to experienced teachers. This will provide a broader view on music
teachers from different stages of teaching careers to provide a superior understanding of
differentiation. These questions will specify evidence of how teachers differentiate their
classroom in the work they have provided for the class. The first 2 questions indicate the
participants definition of differentiation and if they do it in their classrooms. Based on the
literature, it was clear that all teachers had a different understanding of the topic. After
these questions are answered, questions 3 to 5 is where the participants are to elaborate on
the topic and their perspectives.

The question that asks ‘how do you differentiate your classes?’ is to provide information on
how the teacher sets up the work to ensure all the students are gaining understanding. This
question will provide an insight on how some music teachers may plan their lessons and the
resources needed. One of the questions that is to be asked is ‘in terms of the learning
experiences in music, which one do you find difficult to differentiate? Why?’ To clarify,
learning experiences in music refers to performance, composition, and aural. These learning
experiences are important factors in the music syllabus to teach students the different ways
to interact with music. This question correlates with the last questions which is ‘do you think
an updated version of the syllabus should include a section on how to differentiate?’
The study will focus on a small number of participants of roughly 4-6 music teachers that are
at different stages of their career. The ethical principles of informed consent have
contributed to this data collection protocol. Consent forms will be given to these teachers
that explains that the interviews will be recorded. This will also be discussed with the
teachers before the interviews on the recordings being deleted after use.