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Action Criticism and Theory for Music Education最新文献

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When Violence and Death Touch a Children’s Choir 当暴力和死亡降临儿童唱诗班
Action Criticism and Theory for Music Education Pub Date : 2021-12-01 DOI: 10.22176/act20.3.114
Katherine Norman Dearden
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引用次数: 0
La Onda: The Gatekeepers and the Replicants 拉昂达:守门人和复制人
Action Criticism and Theory for Music Education Pub Date : 2021-12-01 DOI: 10.22176/act21.1.171
Isaac L. Bickmore
{"title":"La Onda: The Gatekeepers and the Replicants","authors":"Isaac L. Bickmore","doi":"10.22176/act21.1.171","DOIUrl":"https://doi.org/10.22176/act21.1.171","url":null,"abstract":"Joni Yessenia Sanchez is a (fictional) freshman music education major with the special ability to control sound waves with her mind. We meet her in her second semester as she happens upon the plot of a couple of extra-terrestrial visitors who plan to take over the world, while Joni is also deciding not to major in music education anymore. We witness her negotiation as she transitions out of music education and transforms into La Onda, a superhero for our times. She might be the hero that our profession needs. Will she actually leave the degree? Will she step up and save her classmates and the world? Is our profession ready to welcome a superhero like Joni?","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76807173","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: 0
On Narrative 在叙述
Action Criticism and Theory for Music Education Pub Date : 2021-12-01 DOI: 10.22176/act20.4.1
S. Stauffer, M. Barrett
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引用次数: 1
“It Depends:” From Narration Sickness to Wide Awake Action in Music Education “视情况而定”:从叙事病态到音乐教育中的清醒行动
Action Criticism and Theory for Music Education Pub Date : 2021-02-01 DOI: 10.22176/ACT20.1.53
C. Bernard, Matthew Rotjan
{"title":"“It Depends:” From Narration Sickness to Wide Awake Action in Music Education","authors":"C. Bernard, Matthew Rotjan","doi":"10.22176/ACT20.1.53","DOIUrl":"https://doi.org/10.22176/ACT20.1.53","url":null,"abstract":"In this article, we query how action is contextualized and used in music education, centering the discussion around problems of calling for change without taking action, what Paulo Freire terms “narration sickness.” Narration sickness manifests in social media, conferences, and professional development sessions—where words convey ideas as grand narratives, devoid of context, causing a division between those who present ideas from those who enact them in practice. We describe how music educators may become unintentional slacktivists, “woke” to the need for action, attempting to improve the field with limited (if any) action at all. We invite music educators to counter “wokeness” with what Maxine Greene calls being “wide awake,” offering examples of educators who demonstrate change. We seek to expand the definition of action, drawing upon what Freire and Marx term as praxis, seeking actionable approaches in teaching, researching, and learning across age levels, settings, and contexts.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"180 1","pages":"53-83"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80189387","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: 0
Cultural Humility in Music Teacher Education: A Virtuous Vice, A Vicious Virtue 音乐教师教育中的文化谦逊:一种善的恶，一种恶的善
Action Criticism and Theory for Music Education Pub Date : 2021-02-01 DOI: 10.22176/ACT20.1.84
Hayley Janes
{"title":"Cultural Humility in Music Teacher Education: A Virtuous Vice, A Vicious Virtue","authors":"Hayley Janes","doi":"10.22176/ACT20.1.84","DOIUrl":"https://doi.org/10.22176/ACT20.1.84","url":null,"abstract":"Music teacher educators are not alone when grappling with the challenge of preparing students to navigate diversity and confront inequity and injustice. Educators and researchers from multiple disciplines face similar challenges and have responded with various approaches related to cultural multiplicity. The concept of “cultural humility” is one such approach from the health sciences (Tervalon and Murray-García 1998). I both put forward and challenge cultural humility as a process for preparing music educators to think about, work, interact, and live with cultural multiplicity. I draw on personal experiences, using a critical autoethnographic epistolary to write letters between my various selves. Existing research on cultural humility is first organized into intrapersonal and interpersonal dimensions. I then problematize the virtuous reputation of humility specifically and explore its implications for cultural humility. I suggest that cultural humility is neither “good” nor “bad” but is something to be exercised differently in different contexts.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"102 1","pages":"84-120"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75790540","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: 5
Imagining Music Education in the “We-Mode” 想象“自我模式”下的音乐教育
Action Criticism and Theory for Music Education Pub Date : 2021-02-01 DOI: 10.22176/ACT20.1.1
Deborah Bradley
{"title":"Imagining Music Education in the “We-Mode”","authors":"Deborah Bradley","doi":"10.22176/ACT20.1.1","DOIUrl":"https://doi.org/10.22176/ACT20.1.1","url":null,"abstract":"In this article, I explore the “we-mode,” a concept under investigation by social cognition researchers that emerged from John Searle’s concept of collective Intentionality. Wemode thinking captures the viewpoints of individuals engaged in social interactions and expands each individual’s potential for social understanding and action. This access to the knowledge and understandings of those with whom they collaborate creates shared knowledge and understandings that may lead to collective Intentionality or we-mode. The discussion begins with a look at how living and working in groups affects identity formation, using Paul Gilroy’s notion of planetary humanity as an example of we-mode thinking. As Searle explains, collective Intentionality emanates from the Background (similar to Bourdieu’s habitus), which thus allows for the possibility of collective Intentionality or we-mode thinking and action. The article concludes by querying the potential for developing we-mode thinking in music education within an anti-racism framework, followed by an introduction to the four articles published in this issue.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"64 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77959536","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: 1
What if Freire Had Facebook? A Critical Interrogation of Social Media Woke Culture Among Privileged Voices in Music Education Discourse 如果Freire拥有Facebook会怎样?音乐教育话语中特权声音对社交媒体觉醒文化的批判性质疑
Action Criticism and Theory for Music Education Pub Date : 2021-02-01 DOI: 10.22176/ACT20.1.16
William J. Coppola
{"title":"What if Freire Had Facebook? A Critical Interrogation of Social Media Woke Culture Among Privileged Voices in Music Education Discourse","authors":"William J. Coppola","doi":"10.22176/ACT20.1.16","DOIUrl":"https://doi.org/10.22176/ACT20.1.16","url":null,"abstract":"© William J. Coppola. The content of this article is the sole responsibility of the author. The ACT Journal and the Mayday Group are not liable for any legal actions that may arise involving the article's content, including, but not limited to, copyright infringement. What if Freire Had Facebook? A Critical Interrogation of Social Media Woke Culture Among Privileged Voices in Music Education Discourse","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"31 1","pages":"16-52"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81913156","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: 3
Revealing Whiteness in Preservice Music Teacher Preparation 职前音乐教师培养中的白人化现象
Action Criticism and Theory for Music Education Pub Date : 2021-02-01 DOI: 10.22176/ACT20.1.121
Andrea J. VanDeusen
{"title":"Revealing Whiteness in Preservice Music Teacher Preparation","authors":"Andrea J. VanDeusen","doi":"10.22176/ACT20.1.121","DOIUrl":"https://doi.org/10.22176/ACT20.1.121","url":null,"abstract":"Educational institutions and teacher education preparation programs tend to reflect White Eurocentric beliefs and values. Additionally, White preservice teachers may have little understanding of their own cultural backgrounds, as they are largely unexamined in a structure of White norms. In this paper, I draw upon elements of critical whiteness studies as a framework to further analyze data from a prior, larger study about an immersion field experience to reveal the ways in which whiteness was largely unacknowledged but always lurking in the background of the experience—in participants’ discourses about their experiences and interactions with students of color in the music classrooms. This deepened understanding of whiteness embedded in the experience was imperative for considering how to better facilitate field experiences for White preservice music teachers and how to better prepare them to work successfully with students of color.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"26 1","pages":"121-141"},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81584591","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: 1
Through the Eyes of an Entangled Teacher: When Classical Musical Instrument Performance Tuition in Higher Education is Subject to Quality Assurance 从一个纠结的教师的视角看:高等教育中古典乐器演奏教学的质量保证
Action Criticism and Theory for Music Education Pub Date : 2020-05-01 DOI: 10.22176/act19.1.81
Robin Rolfhamre
{"title":"Through the Eyes of an Entangled Teacher: When Classical Musical Instrument Performance Tuition in Higher Education is Subject to Quality Assurance","authors":"Robin Rolfhamre","doi":"10.22176/act19.1.81","DOIUrl":"https://doi.org/10.22176/act19.1.81","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"193 1","pages":"81-117"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74199289","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: 1
Tractate on Critical Theory and Praxis: Implications for Professionalizing Music Education 批判理论与实践:音乐教育专业化的启示
Action Criticism and Theory for Music Education Pub Date : 2020-05-01 DOI: 10.22176/act19.1.6
Thomas A. Regelski, Theodor Wiesengrund Adorno, H. Marcuse, E. Fromm.
{"title":"Tractate on Critical Theory and Praxis: Implications for Professionalizing Music Education","authors":"Thomas A. Regelski, Theodor Wiesengrund Adorno, H. Marcuse, E. Fromm.","doi":"10.22176/act19.1.6","DOIUrl":"https://doi.org/10.22176/act19.1.6","url":null,"abstract":"The Tractate was written following the first meeting of leading music education scholars in Buffalo. It was not, however intended as a scholarly essay. Rather, it was a declaration of assorted, numerous issues the next few meetings of founding MayDay Group members could engage with in organizing efforts at creating an organization predicated on critical communication about changing the status quo of the time. It is thus a historical document that, at the time of its writing, was an unpolished voice of one young (50ish) thinker. It has since slept largely unremarked in the MayDay Group website pages until noticed by Vince Bates. Its references to Critical Theory were posed as bases for the MayDay Group’s critical agenda. Some readers might detect its spirit in the subsequent MDG ethos of “action for change,” with “action” translated as “praxis.” Others might prefer to note a straying from the path implored by this document. Leaders attending to the present and future directions of the Group might take new resolve from it. The document was written with a critique in mind of mid-1990s music education. Sadly, much remains to be done. Perhaps a new foundational document (or several) for the next 30 years is in order to help organize future MayDay efforts of “action for change.” Until its recent reemergence I hadn’t known how much the Tractate foretold of my forthcoming new book on curriculum philosophy and theory, which takes up foundational issues first raised in this Tractate. I hope its current and future relevance are clear, even when it wanders more than a little.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"41 1","pages":"6-53"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75655974","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: 3
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