Christine D'Alexander | Northern Illinois University (original) (raw)

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Papers by Christine D'Alexander

Update: Applications of Research in Music Education

Building upon the work of Ladson–Billings, Lind and McKoy, and Shaw, our proposed framework takes... more Building upon the work of Ladson–Billings, Lind and McKoy, and Shaw, our proposed framework takes into consideration the depth and breadth of musical experiences and contexts, musical content, and the diversity of musical cultures. The proposed framework includes four quadrants: (a) teacher competencies, (b) informed choices, (c) authenticity, and (d) holistic and comparative lessons. The framework provides K–16 teachers with tangible, accessible, and actionable methods for implementing a teaching pedagogy that has often been misunderstood or implemented without fidelity, and therefore ineffective. Each quadrant’s description and detail provide educators with guidance, supporting their individual musical growth, facilitating authentic relationships with students, authentic performances, and careful idea development for lesson planning that is inclusive of multiple musical perspectives and origins. Muñiz and Richards et al. acknowledged that community support and teacher capacity are...

Update: Applications of Research in Music Education, 2021

Building upon the work of Ladson–Billings, Lind and McKoy, and Shaw, our proposed framework takes... more Building upon the work of Ladson–Billings, Lind and McKoy, and Shaw, our proposed framework takes into consideration the depth and breadth of musical experiences and contexts, musical content, and the diversity of musical cultures. The proposed framework includes four quadrants: (a) teacher competencies, (b) informed choices, (c) authenticity, and (d) holistic and comparative lessons. The framework provides K–16 teachers with tangible, accessible, and actionable methods for implementing a teaching pedagogy that has often been misunderstood or implemented without fidelity, and therefore ineffective. Each quadrant’s description and detail provide educators with guidance, supporting their individual musical growth, facilitating authentic relationships with students, authentic performances, and careful idea development for lesson planning that is inclusive of multiple musical perspectives and origins. Muñiz and Richards et al. acknowledged that community support and teacher capacity are...

REVISTA INTERNACIONAL DE EDUCACIÓN MUSICAL, 2016

The purpose of this qualitative, multiple-case study was to observe and interview children from u... more The purpose of this qualitative, multiple-case study was to observe and interview children from underserved communities who were taking part in a community youth orchestra in Los Angeles in order to determine how their participation impacted their perceptions of musical identity. Little is currently known about (1) the perspectives, insights, and observations of the child musician, (2) the reasons for participating in community youth orchestras, and (3) how musical identity in Latino children is impacted through participation. This study provided a voice to Latino children from underrepresented social and cultural groups by inquiring about their musical experiences while taking part in a community youth orchestra, and examined how they viewed themselves in relation to friends, family, and the community at large through the lens of a number of socio-cultural theories. Data collection for this study was completed in three phases over a period of two months. Phase one included non-part...

Update: Applications of Research in Music Education

Building upon the work of Ladson–Billings, Lind and McKoy, and Shaw, our proposed framework takes... more Building upon the work of Ladson–Billings, Lind and McKoy, and Shaw, our proposed framework takes into consideration the depth and breadth of musical experiences and contexts, musical content, and the diversity of musical cultures. The proposed framework includes four quadrants: (a) teacher competencies, (b) informed choices, (c) authenticity, and (d) holistic and comparative lessons. The framework provides K–16 teachers with tangible, accessible, and actionable methods for implementing a teaching pedagogy that has often been misunderstood or implemented without fidelity, and therefore ineffective. Each quadrant’s description and detail provide educators with guidance, supporting their individual musical growth, facilitating authentic relationships with students, authentic performances, and careful idea development for lesson planning that is inclusive of multiple musical perspectives and origins. Muñiz and Richards et al. acknowledged that community support and teacher capacity are...

Update: Applications of Research in Music Education, 2021

Building upon the work of Ladson–Billings, Lind and McKoy, and Shaw, our proposed framework takes... more Building upon the work of Ladson–Billings, Lind and McKoy, and Shaw, our proposed framework takes into consideration the depth and breadth of musical experiences and contexts, musical content, and the diversity of musical cultures. The proposed framework includes four quadrants: (a) teacher competencies, (b) informed choices, (c) authenticity, and (d) holistic and comparative lessons. The framework provides K–16 teachers with tangible, accessible, and actionable methods for implementing a teaching pedagogy that has often been misunderstood or implemented without fidelity, and therefore ineffective. Each quadrant’s description and detail provide educators with guidance, supporting their individual musical growth, facilitating authentic relationships with students, authentic performances, and careful idea development for lesson planning that is inclusive of multiple musical perspectives and origins. Muñiz and Richards et al. acknowledged that community support and teacher capacity are...

REVISTA INTERNACIONAL DE EDUCACIÓN MUSICAL, 2016

The purpose of this qualitative, multiple-case study was to observe and interview children from u... more The purpose of this qualitative, multiple-case study was to observe and interview children from underserved communities who were taking part in a community youth orchestra in Los Angeles in order to determine how their participation impacted their perceptions of musical identity. Little is currently known about (1) the perspectives, insights, and observations of the child musician, (2) the reasons for participating in community youth orchestras, and (3) how musical identity in Latino children is impacted through participation. This study provided a voice to Latino children from underrepresented social and cultural groups by inquiring about their musical experiences while taking part in a community youth orchestra, and examined how they viewed themselves in relation to friends, family, and the community at large through the lens of a number of socio-cultural theories. Data collection for this study was completed in three phases over a period of two months. Phase one included non-part...