Quality arts education can produce positive learning outcomes, such as creating positive attitudes to learning, developing a greater sense of personal and cultural identity, and fostering more creative and imaginative ways of thinking in young children (Bamford, 2006; Eisner, 2002; Robinson, 2001). Arts-based processes allow children the opportunity to express their knowledge, ideas and feelings in ways that do not necessarily involve words (Livermore, 2003; Robinson, 2001). Unfortunately, the value of arts-based learning can often be overlooked because of the social and cultural dominance of literal language and written modes of expression (Eisner, 2002; Kress, 2000). Forming models of quality arts education in the early years of primary school can also be a highly problematic task. This has been highlighted in a series of recent national reviews that have investigated the current state of arts education in Australian schools. This national attention has in part focused on the level of preparedness of non–specialist teachers, in teaching the creative arts; music, dance, art and drama.

Purpose - This paper aims to assist researchers considering the benefits and constraints of re-using previously collected data (sourced from media in the public domain) as the sample for a grounded theory qualitative research inquiry. Design/methodology/approach - The paper identifies what were perceived by the researchers as, methodological challenges, encountered in the context of a study using grounded theory methodology. The seven areas included: (1) the re-use of qualitative data, (2) forming the research question, (3) developing the research approach, (4) refining the methodology, (5) ensuring data quality, (6) maintaining methodological integrity, and (7) developing ethical boundaries. It outlines the process of working through these challenges and explains the solutions adopted throughout the course of the research project. Findings - The findings from this study indicate that while re-using data can be perceived as a constraint in qualitative research, what is not adequately taken into consideration is the actual quality of the archival material that forms the body of collected data. The researchers also illustrate the benefits of using rich archival material in the context of a single research project and caution that the re-use of previously collected data is not a soft option, nor does it offer a fast track to completion. Research limitations/implications - Solutions to challenges described in the article may not be immediately applicable to other research contexts or archives of data. Practical implications - Researchers can adopt approaches similar to those outlined in the paper to assess the applicability of archives of previously-collected qualitative data as the sample for complementary or supplementary research. Originality/value - The paper presents solutions to seven commonly perceived challenges to the re-use of previously collected data as the sample for qualitative research.

This paper details aspects of a research project that explored nineteen Australian primary (elementary) schoolteachers' perspectives of Creative Arts education. The study investigated the participants' personal Arts experiences and training, as well as their views of Arts pedagogy. In depth interviews with the participants highlighted the important influence that participants' own interactions with the various Arts disciplines had upon their role as facilitators of Creative Arts education. The findings of this study also identify multiple ways of approaching and facilitating teaching and learning activities. The research not only revealed insights into the educational value each of the teachers ascribed to individual Arts disciplines, but also the level of confidence and preparedness they felt to teach these disciplines. The generalist primary teachers participating in this research study identified a number of issues that they believed compromised their ability to teach the Creative Arts effectively.

This book is specifically written for primary classroom teachers who are required to develop and teach music in their daily programs. In the Australian context, most primary teachers are responsible for developing and teaching music programs. The authors are particularly aware of the difficulties and constraints teachers face when they have limited musical training in either their secondary or pre-service education. The book aims at providing a logical approach to content and skill-based learning where primary students learn the rudiments of music through thoughtful engagement in singing, creative music making, aural and literacy development. The pedagogical perspective is Kodaly-focused and largely deals with the areas of music teaching and music making, which are considered by most teachers who identify themselves as non-musicians, as the most challenging.