The concept that real boys don't do arts is being challenged. Margaret Cook reports.
THE arts have been overlooked as a way to
engage boys in education, according to Melbourne University
He says a great deal of research has been
conducted into improving boys' academic performance, especially literacy, but
little into why so few study the arts.
However, arts subjects - music, drama, art
and dance - suit the needs of many boys, says Dr Imms, who is also research manager
of the Federal Government-funded Boys' Education Lighthouse
School
For example, boys enjoy doing things with an
outcome, that are hands-on, and that allow them to learn from their mistakes
and successes, all of which apply to the arts. The arts also requires boys to
engage in aesthetics, talk about personal interpretations and open up to other
people.
Dr Imms
spoke at the Boys and Music Conference, held recently at Melbourne High School
Kevin Kelly, the association's executive
officer, says the rate of boys' participation in music at school varies.
Factors include the style of music offered, a boy's family and background, and
whether he learns music outside of school. Sometimes boys find their school's
program uninteresting or limited. Also, some teachers lack experience in a
range of music, such as jazz, rock, classical and electronic.
Mr Kelly is encouraged by the "growth in
music programs" in the past few decades - for example, schools have formed
rock bands for students at risk of dropping out. However, Australia , unlike the US
(where "every school has a band and a choir") and Europe ,
still places a high priority on sport for boys and regards music as a
specialist area.
"There is a perception in Australian
culture that music is more 'feminine' as opposed to sport," says Sonny
Chua, a music teacher at Melbourne High, a boys' school with a strong music
program.
Music is compulsory at year 9, as is mass
singing for year 9 and 10 students. The school also has three choirs, a
symphony orchestra and several bands, and about 500 of the 1300 boys learn an
instrument.
"We've found that if you create the
right environment - one that allows boys to feel comfortable - then they will
choose music," says Mr Chua. "Also, they can do both sport and
music."
However, Clare Hall, a music teacher at
Trinity and Caulfield grammar schools who also spoke at the conference, warns
that boys construct their gender identity from an early age. Her research has
found they enjoy singing until about grades 5 and 6, but then regard it, and
playing instruments such as the flute, as "feminine".
"Boys need education that is kinaesthetic
and a physical experience - what's better than singing?" asks Ms Hall.
"Also, unless they are taught the joys of singing and how to use their
voices, we will have a generation of men who don't have that ability. It's
important that we broaden boys' education and that they learn many ways of
expressing their masculinity."
Ms Hall's research included a case study of
40 five-year-old boys, some of whom had already developed a reluctance to sing.
In an effort to motivate them, she asked two older boys, both enthusiastic
members of choirs, to join their music lessons. It was "instant love"
from the younger boys, she says.
Mr Chua says single-sex classes are good
because boys are less self-conscious about enjoying music and don't feel the
need to be "macho" in front of girls. Teachers must also choose a
broad repertoire, from classical to contemporary music and which is relevant to
today's boys.
"Engagement comes from within, and we
need to motivate boys by means of their own interests," says Dr Imms, who has developed a model that
teachers can use to create a "boy-friendly" curriculum. This includes
a learning environment where they feel free from ridicule, and where they can
move around and communicate with many boys, not just their friends. The arts
fit strongly within his model.
Melbourne High's acting principal, Susan
Bell, says: "It's important that boys have an understanding of culture,
and that they share the bonding experience of singing and performing together.
"It's about connecting them to school, and
this overflows into other areas. They come out of music feeling happy and
positive, and they take that feeling into maths class."
Copyright 2004 John Fairfax Publications Pty
Limited. www.theage.com.au. Not available for re-distribution.
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