Cantarelli Vita, J. (2016). Listening To Their Voices: An Ethnographic Study of Children's Values and Meaning Ascribed to Learning World Music in Elementary School General Music (Master's Thesis). Retrieved from ProQuest Dissertations and Theses database. (UMI 10110170) (original) (raw)
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General Music Today, 2018
Over the past several decades, music education scholars have put forth a variety of convincing rationales for world music education. Yet the gap between theory and practice in this area persists. In theoretical ways, practicing music educators acknowledge the value of world music learning experiences, but many remain reluctant to fully embrace and embody this approach in practice. Through this article, one practicing general music educator shares her personal experience of writing, implementing, and subsequently observing another music educator utilize a new world music curriculum resource, inspired by the musical traditions of the Fon people in southern Benin. As our understanding of world music pedagogy continues to evolve, more practicing music educators should share their unique perspectives and experiences. These " snapshots " from the field can help other (perhaps more hesitant) music educators envision what this pedagogical approach might look like in their own classrooms.
Music Education as Global Education: A Developmental Approach
TOPICS for Music Education Praxis, 2019
Although there have been isolated pockets of discussion about the connection between music participation and global citizenship identifications, in many ways music education has remained on the sidelines of the wider global education movement. Sociocultural understanding has been discussed as a positive byproduct of music education, but not usually as an explicit goal. Yet, as Campbell (2013) argues, the consequences of an ever-changing, increasingly diverse and connected world “are considerable for systems of music education, and for individual teachers” (16). It is imperative for practitioners and scholars to consider the ways in which learning experiences in the music classroom can cultivate higher levels of global competency without diminishing musical learning. Through this article, I propose a developmental framework for understanding music education as global education(MEGE).My core argument is grounded by the work of scholars who contend music education cultivates a sense of group belonging, releases imagination, and fosters empathy. However, the framework I propose points this work more intentionally toward globalist ends and applications. Specifically, I argue music educators have unique potential to help students extend and deepen their understanding of “community” (Greene 1995). If today’s students can develop strong in-group affiliations at multiple levels of community (e.g. local, cultural, national/governmental, and global), they can become the types of citizens who will solve problems that extend beyond geographical borders, and collectively transform our world into a more just and humane place.
Abstract We offer a multi-voiced performance autoethnography where contemporary music education practices are informed and imbued with the voices of teachers and learners. By dialogically and musically engaging with the very people who live, make music, and engage with learners in music classrooms, we promote contemporary qualitative forms of research and the (re)conception of a sociology of music education as a political and an ethical construction that needs to be grounded in serving communities of music practitioners. Through a pedagogical story, told from the perspectives of music teachers using their own voices, we begin an open conversation about the nature of power structures and struggles in music education research. We invite new possibilities in developing understandings of the complex socio-cultural dynamic of music making, music learning, music teaching, and music researching in all facets of contemporary society. By embracing a broader set of traditions—Arts-Based Educational Research and Creative Analytical Practices—that enable us to go beyond socio-cultural frameworks and orthodox beliefs that currently exist in the music education profession, we seek to (re)form a culturally contextualized, ethos-rooted, sociology of music education.
#SaveTheAmazon: Promoting global competence and making bridges in the middle school music classroom
Journal of Popular Music Education, 2022
This article offers an overview of a semester-long general music class unit in an international middle school. Due to international schools’ transient nature, students come from various backgrounds, and many do not have formal musical training. Using samba and popular music as a base for the unit, students developed critical awareness and explored socio-ecological issues in sustainability, resource consumption and environmentally friendly education about the Amazon rainforest. This action research will discuss the teaching strategies used in the classroom to promote student-led learning, problem-solving and collective music-making in times of hybrid learning and physical constraints due to the COVID-19 pandemic. Initially, students studied rhythms and developed musicianship while using popular music repertoire. Subsequently, students investigated the impact of deforestation in the Amazon basin and how it may affect the world. Finally, they learned about activism in art and were enco...
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