![]() Two decades ago, concerns were expressed that integrated arts programs represented generic learning and a failure to acknowledge discipline-specific understandings and skills for each arts discipline. Music educators, in private studio and school contexts, are often trained exclusively in that arts discipline. These factors include the lack of music experience of students, the conversion of face-to-face classes to online teaching, and university resource and employment issues. My research also revealed other factors that have impacted on the quality of music education in pre-service teacher training, and therefor the confidence teachers feel after completion of their degree. This is well below the suggested amount from the Report of the National Music Workshop of 52 hours - only one university has reached this goal. My research demonstrated that pre-service primary teachers receive on average 16.381 hours of music education in their university training. ![]() The limited time spent on music teaching in pre-service teacher training may account for the lack of music teaching in schools (other research shows that 1 in 4 children have access to music education in Australian schools). My research examined federal and state requirements of music education (including education acts, curricula, teacher accreditation) to determine factors that contribute to the limited music education found in schools. Arts Immersion is a proposed response to these factors, intended to be implemented through democratic generalist and arts specialist team-teaching in primary schools. Arts education embodies a range of intelligences and semiotic systems providing for inclusive curricula and educational equity. The notion of 'silos', where the separation of teaching practices persists between teachers of different disciplines, discourages meaningful interdisciplinary collaboration and can promote less effective models of arts integration. This may lead to a lack of opportunities to build teacher capacity in arts education, and diminished support for arts education in terms of time allocation and resourcing. This curriculum is designed for generalist and special arts teachers, but its delivery may be hindered by the prioritisation of high-stakes-tested disciplines and pedagogies, and reduced government funding to arts education across school and tertiary sectors. Because the events span several months, it can be easy to lose track of the big picture and splurge at each event.Australia's national arts curriculum has potential to realise the following benefits: cognitive, social, affective and curricular. When the employees understood the big picture, they did even better at their jobs.2002, Kate Chynoweth, Neryl Walker, The Bridesmaid Guide: In the prewedding whirlwind of bridal showers, dress shopping, and parties, even the most budget savvy bridesmaids can overspend by mistake. Now, it is my job to look at the big picture.1951, US Senate Committee on Armed Services, Military situation in the Far East‎, page 3089: We need somebody who will overlook the petty details, look at the big picture, decide what is necessary to end the war, make a plan,1993, Bill Clinton, Presidential Radio Address - 31 July 1993: I met an executive from Missouri who turned around a failing plant by sharing information with employees about the company's performance. Example : Used other than as an idiom: see big,‎ picture.The totality of a situation.1941, United States House Merchant Marine and Fisheries, Merchant-marine inquiry forwarders: Executive hearings, page 35: I do not care whether it is placed or not, if I get my stuff to that ship.
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