Issues of Identity in Music Education

This book focuses on the stories of individuals--cooperating teachers and student teachers, undergraduate composers, singers and non-singers, Hispanic and white students, and instrumental music educators.

Issues of Identity in Music Education

Author: Linda K. Thompson

Publisher: Information Age Pub Incorporated

ISBN: 9781617350177

Page: 158

View: 864

This book focuses on the stories of individuals--cooperating teachers and student teachers, undergraduate composers, singers and non-singers, Hispanic and white students, and instrumental music educators. Individually and collectively, these studies tell stories about the ways that people, places, and spaces in music education interact to shape identity. --from publisher description.

Music Education and Religion

What kind of knowledge is gained, or could be gained, when music and religion “
meet” in the educational program? ... and religion has two important implications:
one involving issues of epistemology and another involving issues of identity.

Music  Education  and Religion

Author: Alexis Anja Kallio

Publisher: Indiana University Press

ISBN: 0253043743

Page: 344

View: 314

Music, Education, and Religion: Intersections and Entanglements explores the critical role that religion can play in formal and informal music education. As in broader educational studies, research in music education has tended to sidestep the religious dimensions of teaching and learning, often reflecting common assumptions of secularity in contemporary schooling in many parts of the world. This book considers the ways in which the forces of religion and belief construct and complicate the values and practices of music education—including teacher education, curriculum texts, and teaching repertoires. The contributors to this volume embrace a range of perspectives from a variety of disciplines, examining religious, agnostic, skeptical, and atheistic points of view. Music, Education, and Religion is a valuable resource for all music teachers and scholars in related fields, interrogating the sociocultural and epistemological underpinnings of music repertoires and global educational practices.

Debates in Music Teaching

Encourages students and practising teachers to engage with contemporary issues and developments in music education and aims to introduce a critical approach to the central concepts and practices that have influenced major interventions and ...

Debates in Music Teaching

Author: Chris Philpott

Publisher: Routledge

ISBN: 0415597625

Page: 269

View: 463

Encourages students and practising teachers to engage with contemporary issues and developments in music education and aims to introduce a critical approach to the central concepts and practices that have influenced major interventions and initiatives in music teaching.

Handbook of Musical Identities

The Handbook of Musical Identities explores three features of psychological approaches to musical identities and four real-life contexts in which musical identities have been investigated.

Handbook of Musical Identities

Author: Dorothy Miell

Publisher: Oxford University Press

ISBN: 0199679487

Page: 864

View: 909

Music is a tremendously powerful channel through which people develop their personal and social identities. Music is used to communicate emotions, thoughts, political statements, social relationships, and physical expressions. But, just as language can mediate the construction and negotiation of developing identities, so music can also be a means of communication through which aspects of people's identities are constructed. Music can have a profound influence on our developing sense of identity, our values, and our beliefs, be it from rock music, classical music, or jazz. Musical identities (MacDonald, Hargreaves and Miell, 2002) was unique in being in being one of the first books to explore this fascinating topic. This new book documents the remarkable expansion and growth in the study of musical identities since the publication of the earlier work. The editors identify three main features of current psychological approaches to musical identities, which concern their definition, development, and the identification of individual differences, as well as four main real-life contexts in which musical identities have been investigated, namely in music and musical institutions; specific geographical communities; education; and in health and well-being. This conceptual framework provides the rationale for the structure of the Handbook. The book is divided into seven main sections. The first, 'Sociological, discursive and narrative approaches', includes several general theoretical accounts of musical identities from this perspective, as well as some more specific investigations. The second and third main sections deal in depth with two of the three psychological topics described above, namely the development of and individual differences in musical identities. The fourth, fifth and sixth main sections pursue three of the real-life contexts identified above, namely 'Musical institutions and practitioners', 'Education', and 'Health and well-being'. The seventh and final main section of the Handbook - 'Case studies' - includes chapters which look at particular musical identities in specific times, places, or contexts. The multidisciplinary range and breadth of the Handbook's contents reflect the rapid changes that are taking place in music, in digital technology, and in their role in society as a whole, such that the study of musical identity is likely to proliferate even further in the future.

Music Education

This is an important work that addresses the complex issues surrounding musical meaning and experience, and the Western traditional justification for including music in education.

Music Education

Author: Robert Walker

Publisher: Charles C Thomas Publisher

ISBN: 0398085447

Page: 321

View: 200

This is an important work that addresses the complex issues surrounding musical meaning and experience, and the Western traditional justification for including music in education. The chapters in this volume examine the important subjects of tradition, innovation, social change, the music curriculum, music in the twentieth century, social strata, culture and music education, psychology, science and music education, including musical values and education. Additional topics include the origins of mania, aesthetics and musical meaning related to concepts that are well-known to the ancient Greeks.

Sociology and Music Education

This is required both as a means to deeper understanding of the issues themselves and as a means to raising professional consciousness of the macro issues of power and politics by which education is often constrained.

Sociology and Music Education

Author: Ruth Wright

Publisher: Ashgate Publishing, Ltd.

ISBN: 9780754668015

Page: 299

View: 415

Sociology and Music Education addresses a pressing need to provide a sociological foundation for understanding music education. The music education community, academic and professional, has become increasingly aware of the need to locate the issues facing music educators within a broader sociological context. This is required both as a means to deeper understanding of the issues themselves and as a means to raising professional consciousness of the macro issues of power and politics by which education is often constrained. The book outlines some introductory concepts in sociology and music education and then draws together seminal theoretical insights with examples from practice with innovative applications of sociological theory to the field of music education. The book concludes with an Afterword by Christopher Small.

Music and Identity in Ireland and Beyond

Music and Identity in Ireland and Beyond represents the first interdisciplinary volume of chapters on an intricate cultural field that can be experienced and interpreted in manifold ways, whether in Ireland (The Republic of Ireland and/or ...

Music and Identity in Ireland and Beyond

Author: Mark Fitzgerald

Publisher: Routledge

ISBN: 131709249X

Page: 340

View: 987

Music and Identity in Ireland and Beyond represents the first interdisciplinary volume of chapters on an intricate cultural field that can be experienced and interpreted in manifold ways, whether in Ireland (The Republic of Ireland and/or Northern Ireland), among its diaspora(s), or further afield. While each contributor addresses particular themes viewed from discrete perspectives, collectively the book contemplates whether ’music in Ireland’ can be regarded as one interrelated plane of cultural and/or national identity, given the various conceptions and contexts of both Ireland (geographical, political, diasporic, mythical) and Music (including a proliferation of practices and genres) that give rise to multiple sites of identification. Arranged in the relatively distinct yet interweaving parts of ’Historical Perspectives’, ’Recent and Contemporary Production’ and ’Cultural Explorations’, its various chapters act to juxtapose the socio-historical distinctions between the major style categories most typically associated with music in Ireland - traditional, classical and popular - and to explore a range of dialectical relationships between these musical styles in matters pertaining to national and cultural identity. The book includes a number of chapters that examine various movements (and ’moments’) of traditional music revival from the late eighteenth century to the present day, as well as chapters that tease out various issues of national identity pertaining to individual composers/performers (art music, popular music) and their audiences. Many chapters in the volume consider mediating influences (infrastructural, technological, political) and/or social categories (class, gender, religion, ethnicity, race, age) in the interpretation of music production and consumption. Performers and composers discussed include U2, Raymond Deane, Afro-Celt Sound System, E.J. Moeran, Séamus Ennis, Kevin O’Connell, Stiff Little Fingers, Frederick May, Arnold

The Construction of Instrumental Music Teacher Identity

By investigating the construction of music teacher identity, this study documents the complexities involved in instrumental music teaching through the stories of three instrumental music teachers.

The Construction of Instrumental Music Teacher Identity

Author: Melissa Natale Abramo

Publisher: Proquest, UMI Dissertation Publishing

ISBN: 9781243599162

Page: 278

View: 905

This study examined how music teacher identity is constructed through practice and shaped by the discourses that surround teacher's work in classrooms. Researchers of music teacher identity have primarily focused on a sociological framework of identity construction and found conflicting identities of performer and teacher at play in undergraduate music education majors and practicing teachers. Borrowing from recent scholarship in teacher identity that adopts a poststructural framework for the construction of identity, this study investigated the construction of music teacher identity, specifically those of three practicing instrumental music teachers, to examine the discourses that shape their work. By investigating the construction of music teacher identity, this study documents the complexities involved in instrumental music teaching through the stories of three instrumental music teachers. A multiple case study was used to examine the discourses that surround the participants' work, how they navigate multiple discourses, and the complex relationship that exists between teacher identity and teacher practice. Data collection involved in-depth interview, field notes from non-participant observation and participant journal entries. Data analysis uncovered emerging themes of identity construction through identification of dilemmas and successes in practice. In addition, narrative analysis revealed how participants constructed meaning and identity through relaying stories of experience. As a result of this study, a complex image of the instrumental music teacher was created, one in which issues such as traditional and progressive pedagogies, class, race, sexuality, competition, and politics shape the work and identity construction of participants. Teachers negotiated a balance between instrumental pedagogy modeled after the conductor, and pedagogy influenced by student-centered, creative approaches to music learning. In addition, contextual issues related to their individual school settings, such as the class and race of their students, competition among music teachers, and the political structure of schools influenced how they developed as teachers. Where much of the previous research found that teachers experienced tension between musician and teacher identities, this study found that participants focused less on what it meant to be a musician and more on the complexity of teaching practice, exposing the dilemmas and tensions involved in shaping their teacher identity, rather than performer identity.

The Oxford Handbook of Social Justice in Music Education

The Oxford Handbook of Social Justice in Music Education provides a comprehensive overview and scholarly analyses of challenges relating to social justice in musical and educational practice worldwide, and provides practical suggestions ...

The Oxford Handbook of Social Justice in Music Education

Author: Cathy Benedict

Publisher: Oxford University Press

ISBN: 0199356157

Page: 703

View: 608

Music education has historically had a tense relationship with social justice. One the one hand, educators concerned with music practices have long preoccupied themselves with ideas of open participation and the potentially transformative capacity that musical interaction fosters. On the otherhand, they have often done so while promoting and privileging a particular set of musical practices, traditions, and forms of musical knowledge, which has in turn alienated and even excluded many children from music education opportunities. Teaching multicultural practices, for example, hashistorically provided potentially useful pathways for music practices that are widely thought to be socially just. However, curricula often map alien musical values onto other musics and in so doing negate the social value of these practices, grounding them in a politics of difference wherein"recognition of our difference" limits the push that might take students from tolerance to respect and to renewed understanding and interaction. The Oxford Handbook of Social Justice in Music Education provides a comprehensive overview and scholarly analyses of the major themes and issues relating to social justice in musical and educational practice and scholastic inquiry worldwide. The first section of the handbook conceptualizes socialjustice while framing its pursuit within broader social, historical, cultural, and political contexts and concerns. Authors in the succeeding sections of the handbook fill out what social justice entails for music teaching and learning in the home, school, university, and wider community as theygrapple with issues of inclusivity and diversity, alienation, intolerance, racism, ableism, and elitism, or relating to urban and incarcerated youth, immigrant and refugee children, and, more generally, cycles of injustice that might be perpetuated by music pedagogy. The concluding section of thehandbook offers specific and groundbreaking practical examples of social justice in action through a variety of educational and social projects and pedagogical practices that might inspire and guide those wishing to confront and attempt to ameliorate musical or other inequity and injustice.Consisting of 42 chapters by authors from Australia, Brazil, Canada, China, England, Finland, Greece, The Netherlands, Norway, Scotland, Spain, South Africa, Sweden, and the United States, the handbook will be of interest to a wide audience, ranging from undergraduate and graduate music educationmajors and faculty in music and other disciplines and fields to parents and other interested members of the public wishing to better understand what is social justice and why and how its pursuit in and through music education matters.

Culturally Responsive Teaching in Music Education

Some of the gender-related issues in music that are specific to girls and women
include identity challenges associated with puberty for girls, subtle deficit
messages that may be inferred from studying a predominantly male-centered
curriculum ...

Culturally Responsive Teaching in Music Education

Author: Vicki R. Lind

Publisher: Routledge

ISBN: 1317600843

Page: 148

View: 490

Culturally Responsive Teaching in Music Education presents teaching methods that are responsive to how different culturally specific knowledge bases impact learning. It is a pedagogy that recognizes the importance of including students’ cultural references in all aspects of learning. Designed to be a supplementary resource for teachers of undergraduate and graduate music education courses, the book provides examples in the context of music education, with theories presented in Section I and a review of teaching applications in Section II. Culturally Responsive Teaching in Music Education is an effort to answer the question: How can I teach music to my students in a way that is culturally responsive? This book serves several purposes, by: • Offering theoretical/philosophical frameworks of social justice • Providing practical examples of transferring theory into practice in music education • Illustrating culturally responsive pedagogy within the classroom • Demonstrating the connection of culturally responsive teaching to the school and larger community

Critical Perspectives in Canadian Music Education

This book attempts to fill that need by offering a collection of essays that look critically at various global issues in music education from a Canadian perspective.

Critical Perspectives in Canadian Music Education

Author: Carol A. Beynon

Publisher: Wilfrid Laurier Univ. Press

ISBN: 155458387X

Page: 230

View: 293

Music education in Canada is a vast enterprise that encompasses teaching and learning in thousands of public and private schools, community groups, and colleges and universities. It involves participants from infancy to the elderly in formal and informal settings. Nevertheless, as post-secondary faculties of music and programs are growing significantly, academic books and materials grounded in a Canadian perspective are scarce. This book attempts to fill that need by offering a collection of essays that look critically at various global issues in music education from a Canadian perspective. Topics range from a discussion of the roots of music education in Canada and analysis of music education practices across the country to perspectives on popular music, distance education, technology, gender, globalization, Indigenous traditions, and community music in music education. Foreword by composer R. Murray Schafer.

Semionauts of Tradition

This book explores questions of identity, cultural change and creativity from the perspective of contemporary musicians currently engaged in redefining Asian musical traditions and notions of heritage in Singapore.

Semionauts of Tradition

Author: Juliette Yu-Ming Lizeray

Publisher: Springer

ISBN: 9811310114

Page: 249

View: 272

This book explores questions of identity, cultural change and creativity from the perspective of contemporary musicians currently engaged in redefining Asian musical traditions and notions of heritage in Singapore. Drawing on the fields of anthropology, cultural studies, and ethnomusicology, Semionauts of Tradition focuses on emerging millennial musicians and explores the complex and interwoven cultural, national, musical, and personal identifications in their discourse and music practice. It shows how they create fluid, hybrid and counter-hegemonic forms of expression, representation and identity through their navigation of diverse cultural worlds, their incorporation of a myriad of elements into their own identities and music, and their contestations of preconceived notions of difference and tradition. The book exposes paradoxes within current thinking about ‘multiracialism’, ‘racial harmony’, the ‘East/West divide’ and ‘tradition versus modernity,’ and proposes new ways of understanding identity, cultural change and creativity in a highly globalised, and diverse nation. This highly-original polyvocal account of a burgeoning music scene includes photos, musical scores and reaction pieces by musicians. It is a timely contribution to global discussions about ‘multiculturalism from below,’ as well as musical, cultural and national identities in a postcolonial Southeast Asian setting, from the viewpoint of artists engaged in creative meaning-making. "This captivating book explores - with tremendous intellectual vitality - the dialectic relationships between the cultural, ethnic and national identities of Singapore’s creative youth, and their creative practice. A compelling read!" Dr Liora Bresler, Professor, University of Illinois "A well-researched and thoughtfully well-written book about the diverse forms of music in Singapore and the musicians who created it." - Jeremy Monteiro, jazz pianist, singer, composer, and music educator "This wonderfully lucid and compelling book analyzes the musical and cultural creativity of young Singaporean musicians growing up in a multicultural and ethnically plural society, bringing Asian and Western musical cultures into creative dialogue." - Dr Deborah Pacini Hernandez, Professor Emeritus, Tufts University "A thought provoking dialogue on contemporary Singaporean music!" -Eric Watson, composer, conductor, music technologist and pedagogue

The Oxford Handbook of Preservice Music Teacher Education in the United States

Some of my studies focused on finding the intersections of two activities
associated with music teacher identity: music making ... teaching settings, (d)
connect their teaching philosophies with practical issues, and (e) integrate music
making into ...

The Oxford Handbook of Preservice Music Teacher Education in the United States

Author: Colleen Conway

Publisher: Oxford University Press, USA

ISBN: 0190671408

Page: 928

View: 358

The Oxford Handbook of Preservice Music Teacher Education in the United States identifies the critical need for increased cultural engagement in Pre-K-12 music education. Collectively, the handbook's 56 contributors argue that music education benefits all students only if educators activelywork to broaden diversity in the profession and consistently include diverse learning strategies, experiences, and perspectives in the classroom. In this handbook, contributors encourage music education faculty, researchers, and graduate students to take up that challenge.Throughout the handbook, contributors provide a look at ways music teacher educators prepare teachers to enter the music education profession and offer suggestions for ways in which preservice teachers can advocate for and adapt to changes in contemporary school settings. For example, educators canexpand the types of music groups offered to students, from choir to jazz ensemble. Building upon students' available resources, contributors use research-based approaches to identify the ways in which educational methods and practices must transform in order to successfully challenge existing musiceducation boundaries.

The Oxford Handbook of Music Education

In these volumes, an international list of contributors update and redefine the discipline through fresh and innovative principles and approaches to music learning and teaching.

The Oxford Handbook of Music Education

Author: Gary E. McPherson

Publisher: Oxford University Press

ISBN: 0199730814

Page: 880

View: 576

The two volumes of The Oxford Handbook of Music Education offer a comprehensive overview of the many facets of musical experience, behavior and development in relation to the diverse variety of educational contexts in which they occur. In these volumes, an international list of contributors update and redefine the discipline through fresh and innovative principles and approaches to music learning and teaching.

Music Education as Critical Theory and Practice

This collection of previously published articles, chapters and keynotes traces both the theoretical contribution of Lucy Green to the emergent field of the sociology of music education, and her radical ?hands-on? practical work in ...

Music Education as Critical Theory and Practice

Author: Lucy Green

Publisher: Routledge

ISBN: 1351557432

Page: 376

View: 581

This collection of previously published articles, chapters and keynotes traces both the theoretical contribution of Lucy Green to the emergent field of the sociology of music education, and her radical ?hands-on? practical work in classrooms and instrumental studios. The selection contains a mixture of material, from essays that have appeared in major journals and books, to some harder-to-find publications. It spans issues from musical meaning, ideology, identity and gender in relation to music education, to changes and challenges in music curricula and pedagogy, and includes Green?s highly influential work on bringing informal learning into formal music education settings. A newly-written introduction considers the relationship between theory and practice, and situates each essay in relation to some of the major influences, within and beyond the field of music education, which affected Green?s own intellectual journey from the 1970s to the present day.

Challenges in Music Education

Proceedings of the XI International Conference of the International Society for
Music Education Held in Perth, Western Australia, 5 to 12 August, 1974
International Society for ... These are : technology , ecology , identity , and cultural
pluralism .

Challenges in Music Education

Author: International Society for Music Education

Publisher: [Perth, Western Australia] : Department of Music, University of Western Australia with assistance from the Music Board of the Australia Council

ISBN:

Page: 422

View: 703

The Oxford Handbook of Music Education

This volume offers a comprehensive overview of the many facets of musical experience, behaviour and development in relation to the diverse variety of educational contexts in which they occur.

The Oxford Handbook of Music Education

Author: Gary McPherson

Publisher: Oxford University Press

ISBN: 0199928010

Page: 736

View: 636

This volume offers a comprehensive overview of the many facets of musical experience, behaviour and development in relation to the diverse variety of educational contexts in which they occur.

A Guide to Research in Music Education

Understanding Music , " in Kingsley Price , ed . , On Criticizing Music , Five
Philosophical Perspectives . Baltimore ... Music and Meaning , A Theoretical
Introduction to Musical Aesthetics . ... The Work of Music and the Problem of Its
Identity .

A Guide to Research in Music Education

Author: Roger P. Phelps

Publisher: Metuchen, N.J. : Scarecrow Press

ISBN:

Page: 367

View: 160

Covers identifying the research problem and writing the proposal; the concepts and techniques of research methodologies; and a prediction of future trends in music research.