Profiles

William (Bill) Baker

UTAS Home Dr William Baker

William Baker

Senior Lecturer

Room 226b , Building A

+61 3 6324 3407 (phone)

+61 3 6324 3407 (fax)

Bill.Baker@utas.edu.au

Dr Baker is Senior Lecturer in the School of Education in the College of Arts, Law and Education. He was a school-based Arts educator in Victoria for 18 years where he was also an examiner for the Victorian Curriculum and Assessment Authority (VCAA). Dr Baker is a highly respected educator, and has received three UTAS Teaching Merit Certificates, one Vice Chancellor’s Citation, and two Teaching Development Grants. Dr Baker has around 40 peer reviewed publications in print, and his highly regarded, co-authored text Teaching the Arts: Early Childhood and Primary education (Cambridge University Press) is now in its third edition. Dr Baker has received multiple research grants including from the Tasmanian Community Fund and the Commonwealth Department of Foreign Affairs & Trade. Dr Baker is a Senior Fellow of the Higher Education Academy (UK) and in 2021 was made an Honorary Life Member of the Australian Society for Music Education.

Biography

Before joining the University of Tasmania Dr Baker was a school-based Arts educator in Victoria for 18 years where he was also an examiner for the Victorian Curriculum and Assessment Authority (VCAA).

Career summary

Qualifications

  • BMusEd, The University of Melbourne, 1988.
  • BA (Fine Art), Curtin University, 2014.
  • MEd (Arts Administration), RMIT, 1997.
  • EdD, RMIT, 2002. Thesis: Education programs of performing arts organisations in Australia.
  • Grad Cert (ULT), University of Tasmania, 2017.
  • SFHEA, Higher Education Academy, UK, 2019.

Memberships

Professional practice

  • Higher Education Research and Development Society of Australasia (HERDSA).
  • Australian Society for Music Education (ASME) – Honorary Life Member.
  • Tasmanian Arts Teachers Association (TATA).

Administrative expertise

Dr Baker has twice been Chairperson of the Australian Society for Music Education (Tasmania) including convening four State conferences and one National conference, he is Chief Investigator on two externally funded, cross disciplinary research projects, and has been CALE Academic Senate elected representative, and Academic Senate representative on University Learning and Teaching Committee.

Teaching

Arts Education, Music Education, Visual Arts Education, Scholarship of Teaching and Learning (SoTL), Technology Enhanced Learning and Teaching (TELT), Early Childhood, Primary and Secondary Teaching.

Teaching expertise

Dr Baker has 35 years of experience as an educator, during which time he has received multiple education qualifications, awards and fellowships. Of particular note has been the receipt of a Senior Fellowship of the Higher Education Academy (UK) recognising this expertise, along with numerous UTAS teaching awards and grants. Dr Baker coordinates and teaches into units in the Master of Teaching degree (EMT551 The Arts Educator: Pathways to Professional Practice) and the Bachelor of Education degree (EPR130 Arts Education Music & Visual Arts). Dr Baker has particular teaching expertise in Technology Enhanced Learning & Teaching (TELT) and the Scholarship of Teaching & Learning (SoTL).

Teaching responsibility

  • Music Education
  • Visual Arts Education
  • E-Learning, Arts education and higher education,
  • Education and Arts organisations
  • Pre-service teacher education in the Arts

View more on Dr Bill Baker in WARP

Expertise

Dr Baker uses ethnographic and collaborative, Arts-based research methodologies to advance our knowledge of Arts participation, particularly in community youth orchestra contexts. He partners with other academics and youth Arts organisations such as the Tasmanian Youth Orchestra (TYO) and the Singapore National Youth Orchestra (SNYO) and has received public funding to better understand the impacts of Arts participation on youth wellbeing and resilience. This research is framed by a social ecological approach and is intended to inform youth Arts organisation policies, pedagogies and their approaches to healthy learning environments. Dr Baker uses qualitative methods and thematic analysis techniques to advance our understanding of pre-service teacher education, praxis, assessment and the use of Technology Enhanced Learning and Teaching (TELT). Dr Baker has some seven peer reviewed publications in this area, and he is now extending this research further through collaborative research with colleagues from University of Southern Queensland (USQ) and Central Queensland University (CQU). This research has impact in supporting the preparation of pre-service teachers with practical skills in Arts making.

Research expertise:

  • Arts participation, youth wellbeing and resilience.
  • Community youth Arts organisations, leadership, gender and wellbeing.
  • Pre-service teacher education.
  • Scholarship of Teaching & Learning (SoTL).
  • Technology Enhanced Learning and Teaching (TELT).
  • Ethnography.
  • Collaborative, Arts-based research methods.
  • Thematic inductive data analysis techniques.

Research Themes

Bill's research aligns to the University's research theme of Creativity, Culture and Society. His research interest lies in the scholarship of teaching and learning (SoTL), Technology Enhanced Learning and Teaching (TELT), Music Education, Visual Arts Education, youth Arts participation and social and emotional wellbeing, Higher Education, Education and Arts organisations, and Initial Teacher Education (ITE). Seven of Bill's refereed publications are in the area of Arts education and e-learning in higher education. Seeking to better understand learning and teaching in constructivist approaches to Music and Visual Arts education and the affordances and contradictions that teaching these areas in an online mode brings for the academic, Bill (CI) and colleagues from Education, Creative Arts and Media and Social Sciences were awarded a 2018 CALE Hothouse Alignment Grant of $12,000 to investigate the perceptions of members of the Tasmanian Youth Orchestra (TYO) regarding the benefits of their participation. This was recently expanded to a Tasmanian Community Fund (TCF) Grant entitled “Developing resources to enable resilient young Tasmanians through arts engagement” working with the TYO, total value $51,535.00; and to a Department of Foreign Affairs and Trade Australia-ASEAN Council grant entitled “Best practice in youth orchestra leadership for the 21st Century” again working with the TYO, total value $57,508.00.

Collaboration

Dr Baker partners with the Tasmanian Youth Orchestra and the Singapore National Youth Orchestra in youth Arts leadership and wellbeing research, and with research colleagues from USQ and CQU on SoTL and TELT research.

Current projects

  • Developing resources to enable resilient young Tasmanians through Arts engagement (See Tasmanian Community Fund Round 38 TYO).
  • Best practice in youth orchestra leadership for the 21st Century (See DFAT TYO).
  • The impacts and effectiveness of praxis focused assessment on Initial teacher Education in the creative arts (with USQ and CQU).

Fields of Research

  • Creative arts, media and communication curriculum and pedagogy (390101)
  • Other education (399999)
  • Continuing and community education (390301)

Research Objectives

  • Other education and training (169999)
  • Learner and learning (160199)

Publications

Dr Baker has around 40 peer reviewed publications in print, and his highly regarded, co-authored text Teaching the Arts: Early Childhood and Primary education (Cambridge University Press) is the required text in many undergraduate education degrees and courses in Australia and is now in its third edition. Dr Baker is a regular contributor to the Australian Journal of Music Education, and the Australian Journal of Teacher Education.

Total publications

48

Highlighted publications

(6 outputs)
YearTypeCitationAltmetrics
2019Journal ArticleMoore SJ, Baker W, 'Indigenous creativities, the Australian Curriculum, and pre-service teachers', The International Education Journal: Comparative Perspectives, 18, (3) pp. 88-99. ISSN 1443-1475 (2019) [Refereed Article]

[eCite] [Details]

2019BookRoy D, Baker W, Hamilton A, 'Teaching the arts: early childhood and primary education', Cambridge University Press, Port Melbourne Australia, pp. 377. ISBN 978-1-108-55236-3 (2019) [Authored Other Book]

[eCite] [Details]

2018Journal ArticleLee A, Baker B, Haywood N, 'Finding pedagogical value in Australian contemporary popular music: A comparative case study of electric guitar compositional styles', Journal of Popular Music Education, 2, (3) pp. 267-281. ISSN 2397-6721 (2018) [Refereed Article]

DOI: 10.1386/jpme.2.3.267_1 [eCite] [Details]

Co-authors: Haywood N

Tweet

2018Journal ArticleLee DA, Baker W, Haywood N, 'Instrumental teacher education and the incoming tide of information technology: a contemporary guitar perspective', The Australian Journal of Teacher Education (Online), 43, (5) pp. 17-31. ISSN 1835-517X (2018) [Refereed Article]

DOI: 10.14221/ajte.2018v43n5.2 [eCite] [Details]

Co-authors: Haywood N

Tweet

2016Journal ArticleBaker WJ, Hunter M-A, Thomas S, 'Arts education academics' perceptions of eLearning & teaching in Australian early childhood and primary ITE degrees', Australian Journal of Teacher Education, 41, (11) pp. 31-43. ISSN 0313-5373 (2016) [Refereed Article]

DOI: 10.14221/ajte.2016v41n11.3 [eCite] [Details]

Citations: Scopus - 11Web of Science - 9

Co-authors: Hunter M-A; Thomas S

Tweet

2014Journal ArticleHunter M, Baker WJ, Nailon DL, 'Generating Cultural Capital? Impacts of artists-in-residence on teacher professional learning', Australian Journal of Teacher Education, 39, (6) pp. 75-88. ISSN 0313-5373 (2014) [Refereed Article]

DOI: 10.14221/ajte.2014v39n6.4 [eCite] [Details]

Citations: Scopus - 7

Co-authors: Hunter M; Nailon DL

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Journal Article

(19 outputs)
YearCitationAltmetrics
2021Haines J, Baker W, 'Australian Aboriginal education: the impacts of Riawunna's Murina program pedagogy during Covid-19', Journal of Applied Learning & Teaching, 4, (2) pp. 1-11. ISSN 2591-801X (2021) [Refereed Article]

DOI: 10.37074/jalt.2021.4.2.13 [eCite] [Details]

Co-authors: Haines J

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2020Baker WJ, Forbes A-M, Earle J, 'Youth orchestra participation and perceived benefit: A pilot study of the Tasmanian Youth Orchestra', Australian Journal of Music Education, 53, (1) pp. 3-16. ISSN 0004-9484 (2020) [Refereed Article]

[eCite] [Details]

Co-authors: Forbes A-M; Earle J

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2020Crawford J, Baker W, Parsell M, 'Learning from Tasmania: designing a distinctive student learning experience', Journal of Applied Learning & Teaching, 3, (1) pp. 7-11. ISSN 2591-801X (2020) [Letter or Note in Journal]

DOI: 10.37074/jalt.2020.3.s1.2 [eCite] [Details]

Co-authors: Crawford J; Parsell M

Tweet

2020Lee D, Baker W, Haywood N, 'Engaging with 21st century methodologies in contemporary education research: Developing a multi-sited, distance, online ethnography', Florida Journal of Educational Research, 58, (7) pp. 20-33. ISSN 0428-7355 (2020) [Refereed Article]

[eCite] [Details]

Co-authors: Haywood N

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2019Lee D, Baker W, Haywood N, 'The ripple effects of pedagogies and curriculum in Australian tertiary contemporary popular music guitar education', Australian Journal of Music Education, 52, (2) pp. 58-72. ISSN 0004-9484 (2019) [Refereed Article]

[eCite] [Details]

Co-authors: Haywood N

2019Moore SJ, Baker W, 'Indigenous creativities, the Australian Curriculum, and pre-service teachers', The International Education Journal: Comparative Perspectives, 18, (3) pp. 88-99. ISSN 1443-1475 (2019) [Refereed Article]

[eCite] [Details]

Tweet

2018Lee A, Baker B, Haywood N, 'Finding pedagogical value in Australian contemporary popular music: A comparative case study of electric guitar compositional styles', Journal of Popular Music Education, 2, (3) pp. 267-281. ISSN 2397-6721 (2018) [Refereed Article]

DOI: 10.1386/jpme.2.3.267_1 [eCite] [Details]

Co-authors: Haywood N

Tweet

2018Lee DA, Baker W, Haywood N, 'Instrumental teacher education and the incoming tide of information technology: a contemporary guitar perspective', The Australian Journal of Teacher Education (Online), 43, (5) pp. 17-31. ISSN 1835-517X (2018) [Refereed Article]

DOI: 10.14221/ajte.2018v43n5.2 [eCite] [Details]

Co-authors: Haywood N

Tweet

2017Round A, Baker WJ, Rayner C, 'Using visual arts to encourage children with Autism Spectrum Disorder to communicate their feelings and emotions', Open Journal of Social Sciences, 5, (10) pp. 90-108. ISSN 2327-5952 (2017) [Refereed Article]

DOI: 10.4236/jss.2017.510009 [eCite] [Details]

Co-authors: Rayner C

Tweet

2016Baker WJ, Hunter M-A, Thomas S, 'Arts education academics' perceptions of eLearning & teaching in Australian early childhood and primary ITE degrees', Australian Journal of Teacher Education, 41, (11) pp. 31-43. ISSN 0313-5373 (2016) [Refereed Article]

DOI: 10.14221/ajte.2016v41n11.3 [eCite] [Details]

Citations: Scopus - 11Web of Science - 9

Co-authors: Hunter M-A; Thomas S

Tweet

2014Baker WJ, Harvey G, 'The collaborative learning behaviours of middle primary school students in a classroom music creation activity', Australian Journal of Music Education, (1) pp. 15-26. ISSN 0004-9484 (2014) [Refereed Article]

[eCite] [Details]

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2014Hunter M, Baker WJ, Nailon DL, 'Generating Cultural Capital? Impacts of artists-in-residence on teacher professional learning', Australian Journal of Teacher Education, 39, (6) pp. 75-88. ISSN 0313-5373 (2014) [Refereed Article]

DOI: 10.14221/ajte.2014v39n6.4 [eCite] [Details]

Citations: Scopus - 7

Co-authors: Hunter M; Nailon DL

Tweet

2013Baker WJ, 'Questioning assumptions. Vivienne: a case study of e-learning in music education', Australian Journal of Music Education, (1) pp. 13-22. ISSN 0004-9484 (2013) [Refereed Article]

[eCite] [Details]

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2013Baker WJ, King H, 'Participatory learning walks: reflective practice for the conductor-music educator', Australian Journal of Music Education, 2013, (2) pp. 35-45. ISSN 0004-9484 (2013) [Refereed Article]

[eCite] [Details]

Co-authors: King H

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2012Baker WJ, 'The arts pale behind literacy and numeracy', Education Review pp. 1. ISSN 1834-7967 (2012) [Professional, Non Refereed Article]

[eCite] [Details]

2008Baker WJ, 'Learning centres in primary and early childhood music education', Victorian Journal of Music Education pp. 22-30. ISSN 1036-6318 (2008) [Refereed Article]

[eCite] [Details]

2007Baker WJ, 'The use of journaling in the development of student engagement and confidence with the teaching of music in an Australian early childhood and primary teacher education degree: A new perspective of an old problem', Australian Journal of Music Education, 1 pp. 40-49. ISSN 0004-9484 (2007) [Refereed Article]

[eCite] [Details]

2006Baker WJ, 'Assessment: Not a Covert Mission', Music in Action, 3, (4) pp. 8-11. ISSN 1448-1446 (2006) [Professional, Non Refereed Article]

[eCite] [Details]

2006Baker WJ, 'Essential Learning in the Performing Arts', Music in Action, 4, (1) pp. 18-20. ISSN 1448-1446 (2006) [Professional, Non Refereed Article]

[eCite] [Details]

Book

(3 outputs)
YearCitationAltmetrics
2019Roy D, Baker W, Hamilton A, 'Teaching the arts: early childhood and primary education', Cambridge University Press, Port Melbourne Australia, pp. 377. ISBN 978-1-108-55236-3 (2019) [Authored Other Book]

[eCite] [Details]

2015Roy D, Baker W, Hamilton A, 'Teaching the arts: Early childhood and primary education', Cambridge University Press, United Kingdom, pp. 275. ISBN 9781107433670 (2015) [Authored Other Book]

[eCite] [Details]

2012Roy D, Baker WJ, Hamilton A, 'Teaching the Arts: Early Childhood and Primary Education', Cambridge University Press, Port Melbourne, Australia, pp. 264. ISBN 9781107636200 (2012) [Authored Other Book]

[eCite] [Details]

Conference Publication

(21 outputs)
YearCitationAltmetrics
2020MacDonald AJ, Hunter M, Baker B, Willis S, Richards A, et al., 'What are your online pedagogic practices, and how can these support art education colleagues (K-15 and grad school) in this shift to remote teaching and learning?', InSEA Research and Praxis Webinar Series, 9th May 2020 (2020) [Plenary Presentation]

[eCite] [Details]

Co-authors: MacDonald AJ; Hunter M

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2019Lee Daniel, Baker WJ, Haywood N, 'Engaging with 21st century methodologies in contemporary education research: developing a multi-sited, distance, online ethnography', Proceedings of the 64th annual meeting of the Florida Educational Research Association, 13 -15 November, St Petersburg, Florida (2019) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Haywood N

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2019Lee Daniel, Baker WJ, Haywood N, 'The role of music in higher education: cultural perpetuation in hidden curriculum', Proceedings of the 64th annual meeting of the Florida Educational Research Association, 13 -15 November, St Petersburg, Florida (2019) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Haywood N

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2015Baker W, Astell S, 'A snapshot of visual arts education in Tasmanian K-6 classrooms', AARE Conference Proceedings, 29 November - 3 December 2015, University of Notre Dame, pp. 1-12. ISSN 1324-9320 (2015) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Astell S

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2015Baker W, Astell S, 'Visual arts education, teacher choice, accountability and curricula in Tasmanian K-6 primary schools', AARE Conference Proceedings, 29 November - 3 December 2015, University of Notre Dame, pp. 1-12. ISSN 1324-9320 (2015) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Astell S

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2015Baker WJ, Morrell M, 'ManChoir: boys' perspectives of participation in an all-male choir in a Tasmanian, co-educational school', Proceedings of the 20th ASME National Conference: Music - Educating for Life, 30 September - 2 October 2015, Adelaide, South Australia, pp. 15-21. ISBN 978-0-9803792-4-2 (2015) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Morrell M

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2013Baker W, King S, 'Redefining the conductor as conductor-music educator', Redefining the Musical Landscape: Inspired Learning and Innovation in Music Education - Australian Society for Music Education XIX National Conference Proceedings, 29 September - 1 October 2013, Canberra, ACT, pp. 22-29. ISBN 978-0-9803792-3-5 (2013) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: King S

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2013King H, Baker WJ, 'Redefining the learning walk: An innovative approach to reflective practice for the conductor-music educator', Redefining the Musical Landscape: Inspired Learning and Innovation in Music Education - Australian Society for Music Education XIX National Conference Proceedings, 29 September - 1 October 2013, Canberra, ACT, pp. 110-116. ISBN 978-0-9803792-3-5 (2013) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: King H

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2012Baker B, 'Fully online learning in a preservice teacher music education unit in Australia: Student perspectives', Proceedings of the International Society for Music Education 30th World Conference on Music Education, 15-20 July 2012, Thessaloniki, Greece, pp. 45-51. ISBN 978-0-9873511-0-4 (2012) [Refereed Conference Paper]

[eCite] [Details]

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2012Baker W, 'E-learning in the music and visual arts education of pre-service teachers: Academic perspectives', Proceedings of the 2012 Australian Association for Research in Education Conference, 2-6 December 2012, University of Sydney, Australia, pp. 1-12. ISSN 1324-9320 (2012) [Refereed Conference Paper]

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2012Baker W, 'Student use of demonstration videos as learning tools in fully online arts education', Proceedings of the 2012 Australian Association for Research in Education Conference, 2-6 December 2012, University of Sydney, Australia, pp. 1-10. ISSN 1324-9320 (2012) [Refereed Conference Paper]

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2012Baker W, Pittaway S, 'The application of a student engagement framework to the teaching of music education in an e-learning context in one Australian University', Proceedings of the 4th Paris International Conference on Education, Economy and Society, 23-28 July 2012, Paris, France, pp. 27-38. ISBN 979-10-90365-04-9 (2012) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Pittaway S

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2011Baker B, 'Fully online teaching and learning in a pre-service teacher unit in music education', Making sound waves: Diversity, unity,equity - XVIII National Conference Proceedings, 2-5 July 2011, Gold Coast, Australia, pp. 69-77. ISBN 978-0-9803792-2-8 (2011) [Refereed Conference Paper]

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2011Baker W, 'Using video to cross the boundary between arts education and online learning in a preservice teacher education degree: Student perspectives', Proceedings of the 2011 Australian Association for Research in Education Conference, 27 November - 1 December 2011, Hobart, Tasmania, pp. 1 - 13. ISSN 1324-9320 (2011) [Refereed Conference Paper]

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2009Baker WJ, 'Musical Understanding: Proceedings of the Australian Society for Music Education XVII National Conference', ASME, 10-14 July 2009, Launceston Tasmania, pp. 1-10. ISBN 978-0-9803792-1-1 (2009) [Conference Edited]

[eCite] [Details]

2008Elliot S, Baker WJ, 'Student Perceptions of Problem-Solving in and through Music in the Senior Primary Classroom', NZARE National Conference 2008, Proceedings, 24 - 27 November 2008, Palmerston North, New Zealand, pp. 1-10. ISSN 1176-4902 (2008) [Refereed Conference Paper]

[eCite] [Details]

2007Baker WJ, 'Nurturing the research spirit: The ivory tower and the teaching-research nexus in developing early career reasearch', AARE 2006 Conference Proceedings, 27-30 November 2006, Adelaide, SA EJ ISSN 1324-9320 (2007) [Refereed Conference Paper]

[eCite] [Details]

2007Baker WJ, 'Intergrated arts curriculum: An interdisciplinary approach', Proceedings of the 40th Anniversary National Confrence, 6th-10th July 2007, Perth WA, pp. 51-55. ISBN 978-0-9803792-0-4 (2007) [Refereed Conference Paper]

[eCite] [Details]

2007Baker WJ, 'The use of journaling in the development of student engagement and confidence with the teaching of music in an Australian early childhood and primary teacher education degree', Education in the Pacific: Proceedings of the New Zealand Association for Research in Education National Conference, 4-7 December 2007, Christchurch New Zealand (2007) [Refereed Conference Paper]

[eCite] [Details]

2007Baker WJ, 'Encouraging appropriate learning behaviours: Aligned assessment practices within a pre-service music teacher education course', Education in the Pacific: New Zealand Association for Research in Education Proceedings 2007, 4-7 December 2007, Christchurch New Zealand EJ (2007) [Refereed Conference Paper]

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1999Baker WJ, 'Performing arts organisations as education providers', Opening the umbrella: an encompassing view of music education ASME XII Proceedings, 9-13 July 1999, Sydney, pp. unknown. ISBN 095963049X (1999) [Refereed Conference Paper]

[eCite] [Details]

Other Public Output

(5 outputs)
YearCitationAltmetrics
2019Baker W, 'How Tasmanian Youth Orchestra participants build resilience and self-worth from band practice', The Examiner, 27 February 2019 (2019) [Media Interview]

[eCite] [Details]

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2019Baker W, 'TYO offers plenty of positives', The Mercury, Tasmania, 7 March 2019 (2019) [Media Interview]

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2019Baker W, 'STUDY: Youth orchestra helps school kids 'feel better about themselves'', CutCommon, online, 16 April 2019 (2019) [Media Interview]

[eCite] [Details]

2019Baker WJ, 'Interview with Lucy Breadon on Drive', ABC Radio 936, 26 February 2019 (2019) [Media Interview]

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2019Baker WJ, Forbes AM, Earle JM, 'Youth orchestra participation and perceived benefit - A pilot study of the Tasmanian Youth Orchestra: Final Report', Launceston: University of Tasmania (2019) [Government or Industry Research]

[eCite] [Details]

Co-authors: Forbes AM; Earle JM

Grants & Funding

As Chief-Investigator Dr Baker has received $64,250.90 funding for research with $52,340.90 of this being external grant funding. The most recent successful grants have been in the area of youth Arts participation, leadership and wellbeing research along with our industry partners the Tasmanian Youth Orchestra (TYO), and the Singapore National Youth Orchestra (SNYO). This research is cross-disciplinary and  includes researchers from Education (Associate Professor Mary Ann Hunter), Social Sciences (Dr Kim McLeod), and Music (Associate Professor Anne-Marie Forbes). This research was seed-funded through a 2018 UTAS CALE Hothouse Grant The role of Youth the Orchestra in the development of creativity, social learning, wellbeing, and resilience in Tasmania ($11,910). The pilot research identified the presence of “growth mindset” (Dweck, 2017) or resilient thinking amongst participants. Funding from the Tasmanian Community Fund enabled this research to be expanded through Developing resources to enable resilient young Tasmanians through Arts engagement ($18,891). Taking a social ecological approach, using collaborative, Arts-based methods, this research seeks to surface and explore the everyday experiences of participants and the ways in which a resilient organisation facilitates the development of resilient young people. Funding from the Department of Foreign Affairs and Trade (DFAT), Australia-ASEAN Council, has enabled the research to expand into an international context through partnership with SNYO: Best practice in youth orchestra leadership for the 21st Century ($33,499.90). Data collected in both countries explores: the parameters that foster high quality performance opportunities and healthy, resilient attitudes in young musicians; the circumstances that enable female leaders to rise to prominent roles; and the cultural factors influencing each of these areas.

Dweck, C. (2017). Mindset: Changing the way you think to fulfil your potential. Hachette.

Funding Summary

Number of grants

4

Total funding

$66,960

Projects

Developing resources to enable resilient young Tasmanians through Arts engagement (2019 - 2021)$19,641
Description
The Tasmanian Youth Orchestra (TYO), working with UTAS, will collaboratively develop, trial and publish evidence-based resources supporting teachers/community youth arts workers to purposefully develop resilience in young Tasmanians.
Funding
Tasmanian Community Fund ($18,891)
Scheme
Grant
Administered By
Tasmanian Youth Orchestra
Research Team
Baker WJ; Hunter M; Forbes AM; McLeod K
Period
2019 - 2021
Best practice in youth orchestra leadership for the 21st Century (2019)$30,409
Description
Singapore and Australia are both Asia-Pacific countries, yet their orchestras share a western music traditions. They have highly-regarded youth orchestras enabling young musicians to play music at high levels in nurturing environments. This project investigates best practice in these organisations.
Funding
Department of Foreign Affairs and Trade ($30,409)
Scheme
Grant-Australia-ASEAN Council
Administered By
Tasmanian Youth Orchestra
Research Team
Baker WJ; Hunter M; Forbes AM; McLeod K
Year
2019
The role of the Youth Orchestra in the development of creativity, social learning, wellbeing, and resilience in Tasmania. (2018)$11,910
Description
Social isolation amongst young people in regional areas is a problem for the Tasmanian community. Whilst our world has become more connected through technology, issues of social isolation persist, with rural and regional young peoples wellbeing and resilience becoming a serious concern for researchers (Houghton, Hattie, Carroll, Wood, & Baffour, 2016; Noble-Carr, Barker, McArthur & Woodman, 2014). Participation in youth orchestras offers unique opportunities for young people to develop social networks and employability skills such as creativity, collaboration, communication and critical thinking (Jefferson & Anderson, 2017). Anecdotal evidence suggests youth orchestras support the development of young peoples resiliency and self-esteem, however little research has been conducted to identify these impacts and the enablers and barriers to young peoples participation. The research team comprised of Faculty of Education, School of Social Sciences and School of Creative Arts researchers with principal partner the TYO, along with ASME (Tas), TMTA and AMEB will address these questions: 1. How does a Youth Orchestra enable young people to develop their social agency, resilience and wellbeing?2. What role do community stakeholders, such as family members, teachers and peers play in the development of an accessible and socially inclusive Youth Orchestra? 3. What are the enablers and barriers to young people participating in a Tasmanian Youth Orchestra?This project will foster collaboration between researchers and industry partners and build research capacity via mentoring.
Funding
University of Tasmania ($11,910)
Scheme
Grant - CALE Hothouse Alignment Scheme
Administered By
University of Tasmania
Research Team
Baker WJ; Hunter M; McLeod K; Forbes AM; Monkhouse H; McCarthy RJ; Howard CA
Year
2018
An Investigation of the Impact of Artist/Teacher Partnerships on Teachers' Discourse and Pedagogy of Creativity (2012)$5,000
Funding
University of Tasmania ($5,000)
Scheme
Grant-Research Enhancement (REGS)
Administered By
University of Tasmania
Research Team
Hunter M; Baker WJ
Year
2012

Research Supervision

Dr Baker has a record of HDR supervision success in the Arts and education. Specifically in the role of the conductor-music educator, and in pedagogy and curriculum in Australian contemporary popular music guitar education. Currently Dr Baker is supporting HDR students investigating drama games and students from refugee backgrounds and re-defining success for Aboriginal student participants in university Aboriginal pathway programs. Dr Baker is interested in supporting potential HDR candidates, particularly in the area of youth Arts participation, leadership and wellbeing.

Current

2

Completed

2

Current

DegreeTitleCommenced
PhDThe Power of Play: Using Drama Therapy to Support at-risk Adolescents from Multicultural Backgrounds2015
MastersThe Impacts of the murina Program since 20172020

Completed

DegreeTitleCompleted
PhDGuitar Tuition in Australian Tertiary Institutions: Impact of contemporary music pedagogies
Candidate: Daniel Alexander Lee
2020
MastersThe Conductor-Teacher, Conductor-Learner: An Autoethnography of the Dynamic Conducting/Teaching, Learning Process of an Advanced Level Wind Ensemble Conductor
Candidate: Stephen Mark King
2011