Re-positionings and reductions: A case of curriculum evolution in senior secondary music in Victoria, Australia

Abstract

The impact of neoliberal and postmodern agendas on teaching and learning is explored in this paper through a systematic document analysis of the case of current and recent curricula for the Victorian Certificate of Education Study Designs for Music spanning accreditation periods 2011 to 2027. Careful reading and analysis were conducted to develop emerging themes that revealed patterns of reinvention. It was found that changing language and expectations are intended to be broadly inclusive and focused on student wellbeing. Despite this seemingly noble shift in focus driven by curriculum reform, there is an undercurrent of curriculum reduction and marginalisation that glosses over musically specific terminology, difficult knowledge, understanding and practice. The situation in Victoria, Australia is not unique, but a careful analysis and consideration of this serious issue will reassure school music educators that they are experiencing considerable challenge driven by neoliberal and postmodern agendas. This paper is intended to offer insight and possibly raise caution to those in positions of authority and influence concerning curriculum design and expectations about senior music education.