Abstract
The soul of Melbourne High School is expressed through its singing. Traditionally, learning a musical instrument has been perceived as a “feminine” pursuit and singing even more so. In his study of instrumental choice and gender, Harrison found that the harp, flute or singing were considered the most feminine instruments, with girls making up a large proportion of those surveyed. Despite such overwhelming odds, there are many prominent examples of boys singing and doing it very well indeed.
The soul of Melbourne High School is expressed through its singing.
Principal Jeremy Ludowyke
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Beale, R. (1991). Keeping boys singing. The Musical Times, 132(1780), 314–318.
Collins, A. (2009). A boy’s music ecosystem. In S. D. Harrison (Ed.), Male voice: Stories of boys learning through making music (pp. 33–47). Camberwell, VIC: ACER Press.
Cropley, R. (2005). Rituals, assemblies and singing’. In J. Prideaux (Ed.), More than just marks: Boys’ education (pp. 174–175). Melbourne, VIC: Pennon Publishing.
Harrison, S. D. (2003). Music versus sport: What’s the score? Australian Journal of Music Education, 1(1), 10–15.
Harrison, S. D. (2007). A perennial problem in gendered participation in music: What’s happening to the boys? British Journal of Music Education, 24(3), 267–280.
Harrison, S. D. (Ed.). (2009a). Male voice: Stories of boys learning through making music, Camberwell, VIC: ACER Press.
Harrison, S. D. (2009b). Aussie blokes and music. In S. D. Harrison (Ed.), Male voice: Stories of boys learning through making music (pp. 4–15). Camberwell, VIC: ACER Press.
Harrison, S. D. (2009c). Music making in adolescence and beyond. In S. D. Harrison (Ed.), Male voice: Stories of boys learning through making music (pp. 48–61). Camberwell, VIC: ACER Press.
Mason, S. A. (2009). Talking technology: Boys engaging in music in single-sex and co-educational environments. In S. D. Harrison (Ed.), Male voice: Stories of boys learning through making music (pp. 107–123). Camberwell, VIC: ACER Press.
McGregor, G. & Mills, M. (2006). Boys and music education: RMXing the curriculum. Pedagogy, Culture and Society, 14(2), 21–233.
Roulston, K., & Mills, M. (2000). Male teachers in feminised teaching areas: Marching to the beat of the men’s movement drums?’Oxford Review of Education, 26(2), 221–237.
Veel, L. (2002). Motivating middle school boys through music. The Boys in School Bulletin, 5(1), 2–5.
Young, A. (2009). The singing classroom: Singing in classroom music and its potential to transform school culture. In S. D. Harrison (Ed.), Male voice: Stories of boys learning through making music (pp. 62–78). Camberwell, VIC: ACER Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Bayliss, C., Stewart, R. (2012). Giving Voices to Gifted Antipodean Unicorns. In: Harrison, S., Welch, G., Adler, A. (eds) Perspectives on Males and Singing. Landscapes: the Arts, Aesthetics, and Education, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2660-4_22
Download citation
DOI: https://doi.org/10.1007/978-94-007-2660-4_22
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-2659-8
Online ISBN: 978-94-007-2660-4
eBook Packages: Humanities, Social Sciences and LawEducation (R0)