Anne Power (0000-0003-4294-1856)

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Associate Professor Anne Power is a music curriculum expert at Western Sydney University and has research on Enhancing Indigenous Content in Performing Arts Curricula in Tertiary Institutions through Service Learning in Indigenous Communities. She is known for leadership in the field of professional practice and is a member of the Centre for Educational Research. She is published in the International Journal of Music Education, British Journal of Music Education and the Australian Journal of Music Education. She is a former chair of the Australian and New Zealand Association for Research in Music Education and Vice- President of the Institute for Education Research. She is editor of Musicworks, the national journal of the Australian National Council of Orff Schulwerk. Her work with service learning and disadvantaged students converges with themes of creativity. In a recent book Teaching for a Fair Go: Exemplary teachers of students in poverty, she explores creativity as a way of closing the equity gap. Her ARC research Enabling schooling success also aligns with themes around equity of access and social justice.

Anne Power’s awards include the ALTC Programs that Enhance Learning in 2010; the Professional Teachers’ Council for Outstanding Service in both 2006 and 2010; and the Vice Chancellor’s award for community engagement in 2007.

Her research can be found at https://youtu.be/aC0c52RUhU8

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University of Western Sydney: Penrith South, NSW, AU

1994 to present | Academic Course Advisor (Education)

Employment

Anne Power

https://orcid.org/0000-0003-4294-1856

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Biography

Activities

Employment (1)

University of Western Sydney: Penrith South, NSW, AU

Education and qualifications (1)

University of Wollongong: Wollongong, NSW, AU

Professional activities (3)

International Journal of Music Education: London, GB

Institute for Educational Research: Sydney, NSW, AU

Australian National Council of Orff Schulwerk: Sydney, NSW, AU

Works (50 of 81)

Impact of School-wide Positive Behaviour Support on learners' wellbeing and engagement

Community Service Learning with First Peoples

Engaging young string players in metacognition

Editorial 27 (1): An early start to Volume 27, and our expanded editorial team

Arts-based service learning with Australian First Peoples: Concepts and considerations

Editorial 26 (1)

Editorial 26 (3): Copy editing

Editorial 26 (4): IIER's growth and jobs for reviewers and editorial staff

Engaging First Peoples in arts-based service learning

Enhancing programs to integrate tertiary outbound mobility experiences (EPITOME)

Evaluation of Early Childhood Schools and the Koori Preschool Program

If you build it, they may not come: Why Australian university students do not take part in outbound mobility experiences.

Jafari and Transformation: A Model to Enhance Short-Term Overseas Study Tours.

Reconceptualizing sustainable intercultural partnerships in arts-based service learning

Reflection for learning, learning for reflection: Developing Indigenous competencies in higher education

The Eighth Wonder: explorations of place and voice

Editorial 25 (4): Surfing the waves of change in IIER's first 25 years

Higher education service learning with First Peoples of Australia

Moments of becoming: experiences of embodied connection to place in arts-based service learning in Australia

Provocations about researching music education

Music education research in Australia 2012-14

Mutual Transformation Through Arts-Based Service Learning With Australian Aboriginal Communities: An Australian Case Study.

Preservice teachers’ learning among students with autism spectrum disorder

Reconciliation and transformation through mutual learning: Outlining a framework for arts-based service learning with Indigenous communities in Australia

15. Issues in conceptions of creativity and creativity assessment in music education

Developing the music pre-service teacher through international service learning

Professional qualities of the teachers

Motivation and Engagement of Boys: Evidence-Based Teaching Practices. Appendices.

Piano pedagogy with a student who is blind: An Australian case

Shaping professional teacher identities through service learning in Australia

Texts on theory and practice of Orff-Schulwerk [Book Review]

Against short term professional learning

Childhood to teacher: pre-service educators' formative musical learning through choral music

Teachers make a difference to the study of Aboriginal music in NSW

The government’s planned National Planning Policy Framework is a step in the right direction, but policy makers must ensure they get the incentives right, and that decisions are made locally

Between Freedom and Ritual

Community engagement as authentic learning with reflection

Engaging Middle Years Boys in Rural Educational Settings

Learning through participatory singing performance

Overcoming disadvantage for low socio-economic-status students through Orff-style approach to meeting challenges of music in senior years of high school

Pathways from global education understandings to teaching music

Introducing positive behavior for learning produces an environment with real advantages for music teaching and learning

Towards an interdisciplinary school curriculum in voice studies

Using improvisation in the preparation of high school music teachers to develop teaching approaches

An innovative school-university partnership exploring applications of the framework for professional teaching standards

Community service learning and reflection: insights from two case studies

In action: future educators in a New South Wales project

Music Education Policy and Implementation: International Perspectives [Book Review]

My goal is to teach music and they ask me about global education

Orff-style project with one-teacher schools in NSW: an adventure in cultural understanding