Action Criticism and Theory for Music Education最新文献_第2页

Music Education and the Limbo of Unrealized Possibilities 音乐教育与未实现的可能性

Action Criticism and Theory for Music Education Pub Date : 2022-03-01 DOI: 10.22176/act21.1.1

Deborah Bradley

引用次数: 1

Musical Value and Praxical Music Education 音乐价值与实用音乐教育

Action Criticism and Theory for Music Education Pub Date : 2022-03-01 DOI: 10.22176/act21.1.15

Thomas A. Regelski

{"title":"Musical Value and Praxical Music Education","authors":"Thomas A. Regelski","doi":"10.22176/act21.1.15","DOIUrl":"https://doi.org/10.22176/act21.1.15","url":null,"abstract":"Since post-war II, music education has advocated its presumed aesthetic benefits. Aesthetic advocacy became instituted through the abundance of publications by Bennett Reimer (e.g., 1970, 1989, 1995, 2003). That aesthetic meme is still influential. The debate about Music Education as Aesthetic Education MEAE may be weakening; still, the philosophically untutored conviction remains that involvement with music automatically promotes an educationally valuable aesthetic experience. Hence, teachers need only to enable music experiences. By definition, however, aesthetic experiences defy explicit evaluation. This lack of noticeably improved ‘aesthetic refinement' creates legitimation crises among school boards and education ministries, doubting music's value in the curriculum. Following a critique of Reimer’s theorizing, I argue for a praxical alternative for music education. Compared to the vagueness of aesthetic experience, praxical music education promotes music as a social praxis that depends on substantial and noticeable musicianship gains capable of continuation in adult life. These demonstrate the evident social values of musicking that make aesthetic rationales unnecessary. I argue for a 'turn' in music education that regards music as a social praxis promoting musical sociality throughout life and society, one that is philosophically and pragmatically warranted, and where long-term practical (praxical) results are gained instead of 'activities' that terminate with graduation. A philosophy that guides music educators to promote musicking responsive to human sociality can instead foster professional teaching praxis that society can respect and value as with the other helping professions.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74987371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Coping with Discomfort: Understanding Pedagogical Decision-making as Coping with Social Change 应对不适:将教学决策理解为应对社会变化

Action Criticism and Theory for Music Education Pub Date : 2022-03-01 DOI: 10.22176/act21.1.80

Gabriela Ocádiz

引用次数: 0

The Trauma of Separation: Understanding How Music Education Interrupted My Relationship with the More-Than-Human World 分离的创伤:理解音乐教育如何打断了我与超越人类的世界的关系

Action Criticism and Theory for Music Education Pub Date : 2022-03-01 DOI: 10.22176/act21.1.172

Tawnya D. Smith

引用次数: 1

Counternarratives: Troubling Majoritarian Certainty 反叙事:令人不安的多数主义确定性

Action Criticism and Theory for Music Education Pub Date : 2021-12-01 DOI: 10.22176/act20.3.58

K. Hendricks

引用次数: 1

Background Music: Using Narrative Inquiry to Explore the Hidden Aspects of Musicians’ Career Development 背景音乐:用叙事探究探究音乐家职业发展的隐性层面

Action Criticism and Theory for Music Education Pub Date : 2021-12-01 DOI: 10.22176/act20.4.146

Nicole Canham

引用次数: 0

Considerations of Truth and Fact in Narrative Analysis 叙事分析中的真相与事实思考

Action Criticism and Theory for Music Education Pub Date : 2021-12-01 DOI: 10.22176/act20.4.45

J. Nichols

引用次数: 1

Narrative is Not Emancipatory, but Affective Moments Might Be 叙事不是解放，但情感时刻可能是

Action Criticism and Theory for Music Education Pub Date : 2021-12-01 DOI: 10.22176/act20.3.124

Laura Kapalka Richerme

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引用次数: 0

When Narrative is Impossible: Difficult Knowledge, Storytelling, and Ethical Practice in Narrative Research and Pedagogy in Music Education 当叙事是不可能的:叙事研究与音乐教育教育学中的困难知识、讲故事与伦理实践

Action Criticism and Theory for Music Education Pub Date : 2021-12-01 DOI: 10.22176/act20.3.79

Juliet Hess

{"title":"When Narrative is Impossible: Difficult Knowledge, Storytelling, and Ethical Practice in Narrative Research and Pedagogy in Music Education","authors":"Juliet Hess","doi":"10.22176/act20.3.79","DOIUrl":"https://doi.org/10.22176/act20.3.79","url":null,"abstract":"Stories impel us to grapple with the humanity of another. Using story to recount experience, however, raises both challenges and questions. This paper explores the complexities that arise when narrative researchers attempt to render stories of trauma. I draw upon what Deborah Britzman (1998) calls “difficult knowledge” to explore what encounters with stories of trauma may produce, and I consider both the potential of narrative research and the pedagogical potential of both stories and music to facilitate wrestling with difficult knowledge. I grapple with two related questions: 1) What considerations should be taken into account to engage ethically in narrative research, particularly narratives that emanate from trauma or that include stories of trauma? and 2) What considerations should be taken into account when sharing stories of trauma as an educator? I then consider both the impossibility of representation within narrative in light of difficult knowledge, and further examine how Delbo’s (1995/2014) “useless knowledge” unsettles straightforward understandings of difficult knowledge in pedagogy and in research. Finally, I explore implications for researchers and educators, followed by an examination of a politics of refusal in telling, representing, or engaging with story.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88298487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

“A Peculiar Sensation”: Mirroring Du Bois’ Path into Predominantly White Institutions in the 21st Century “一种特殊的感觉”:反映杜波依斯在21世纪进入白人占主导地位的机构的道路

Action Criticism and Theory for Music Education Pub Date : 2021-12-01 DOI: 10.22176/act20.4.10

J. McCall

引用次数: 4