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Action Criticism and Theory for Music Education最新文献

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Considering Equity in Applying Western Standard Music Notation from a Social Justice Standpoint: Against the Notation Argument 从社会公正的角度看西方标准音乐记谱法应用中的公平——反对记谱法之争
Action Criticism and Theory for Music Education Pub Date : 2020-05-01 DOI: 10.22176/act19.1.153
Sanna Kivijärvi, L. Väkevä
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引用次数: 8
Making Sure It’s About What’s Best For Students: Following on Regelski’s Tractate 确保什么是对学生最好的:跟随Regelski的指南
Action Criticism and Theory for Music Education Pub Date : 2020-05-01 DOI: 10.22176/act19.1.1
Deborah Bradley, J. S. Goble
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引用次数: 0
Dewey’s Theory of Experience: A Theoretical Tool for Researching Music Teacher Learning 杜威的经验理论:研究音乐教师学习的理论工具
Action Criticism and Theory for Music Education Pub Date : 2020-05-01 DOI: 10.22176/act19.1.118
J. Stark
{"title":"Dewey’s Theory of Experience: A Theoretical Tool for Researching Music Teacher Learning","authors":"J. Stark","doi":"10.22176/act19.1.118","DOIUrl":"https://doi.org/10.22176/act19.1.118","url":null,"abstract":"This article explores Dewey’s theory of experience and its potential as a theoretical tool to notice, and make sense of, music teacher learning. Beginning with the assumption that music teachers’ capacity to grow professionally is integral for change in the field of music education, I present several illustrative examples of how Dewey’s theory informed the interpretive work for a study of the professional learning of three elementary music teachers. While useful in many ways, a Deweyan framework proved to have certain limitations related to the socially constructed and discursive nature of learning and teaching elementary music. As a result, several concepts from Lave and Wenger’s sociocultural theory and Bourdieu’s practice theory were used in theorizing these aspects of teachers’ experience and practice.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75802772","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
Oh Canada meets Scotland the Brave: Identity, Meaning, Culture, and Music Learning in an Intergenerational Canadian-Scottish Pipe Band 《哦，加拿大遇见勇敢的苏格兰:一个跨代加拿大-苏格兰管乐队的身份、意义、文化和音乐学习
Action Criticism and Theory for Music Education Pub Date : 2020-05-01 DOI: 10.22176/act19.1.208
Janice Waldron, Kari K. Veblen
{"title":"Oh Canada meets Scotland the Brave: Identity, Meaning, Culture, and Music Learning in an Intergenerational Canadian-Scottish Pipe Band","authors":"Janice Waldron, Kari K. Veblen","doi":"10.22176/act19.1.208","DOIUrl":"https://doi.org/10.22176/act19.1.208","url":null,"abstract":"© Janice Waldron and Kari K. Veblen. 2020. The content of this article is the sole responsibility of the authors. 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. Oh Canada meets Scotland the Brave: Identity, Meaning, Culture, and Music Learning in an Intergenerational Canadian-Scottish Pipe Band","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79953802","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
Desire for Recognition and Recognition of Desire: A Theoretical Account of the Influence of Student Teacher Fantasy on Self-Efficacy 渴望认可与渴望认可:学生教师幻想对自我效能感影响的理论解释
Action Criticism and Theory for Music Education Pub Date : 2020-05-01 DOI: 10.22176/act19.1.54
R. Gardiner
{"title":"Desire for Recognition and Recognition of Desire: A Theoretical Account of the Influence of Student Teacher Fantasy on Self-Efficacy","authors":"R. Gardiner","doi":"10.22176/act19.1.54","DOIUrl":"https://doi.org/10.22176/act19.1.54","url":null,"abstract":"© Robert Gardiner. 2020. 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. Desire for Recognition and Recognition of Desire: A Theoretical Account of the Influence of Student Teacher Fantasy on Self-Efficacy","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79880446","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
An Environmental Philosophy for Music Education Based on Satis Coleman’s (1878–1961) Writings on Music and Nature 音乐教育的环境哲学——基于萨蒂斯·科尔曼(1878-1961)的《音乐与自然》论著
Action Criticism and Theory for Music Education Pub Date : 2020-05-01 DOI: 10.22176/act19.1.174
Daniel J. Shevock
{"title":"An Environmental Philosophy for Music Education Based on Satis Coleman’s (1878–1961) Writings on Music and Nature","authors":"Daniel J. Shevock","doi":"10.22176/act19.1.174","DOIUrl":"https://doi.org/10.22176/act19.1.174","url":null,"abstract":"The 21st century has been defined by ecological crises, and these crises have been absent from most critical conversations in music teaching and learning. Satis Coleman’s music education writings, influential in the 1920s and 30s, focused on music and nature. The intellectual history presented in this essay, a historiography of ideas and thinkers, frames selected writings by Coleman as an environmental philosophy. This essay is built qualitatively around the themes of nature, consumption and conservation, epistemology/ethics/policy, and evolution. Coleman’s environmental philosophy provides an opening for music educators to begin teaching and learning for eco-literacy through music.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84873205","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
(Re)centering Indigenous Perspectives in Music Education in Latin America (再)以拉丁美洲音乐教育中的土著视角为中心
Action Criticism and Theory for Music Education Pub Date : 2019-09-01 DOI: 10.22176/act18.3.200
Vázquez Córdoba, H. Miguel
{"title":"(Re)centering Indigenous Perspectives in Music Education in Latin America","authors":"Vázquez Córdoba, H. Miguel","doi":"10.22176/act18.3.200","DOIUrl":"https://doi.org/10.22176/act18.3.200","url":null,"abstract":"Indigenous knowledge has been marginalized and excluded through a system based on a worldview that perpetuates colonialism. The actions and attitudes of nation-states and academic bodies deem, recognize, and value certain ways of knowing as “superior,” which marginalizes knowledge from Indigenous cultures. Considering an educational philosophy that puts the knowledge and worldviews of local cultures at its heart is an urgent step towards changing this situation. In this text, I discuss the implementation of Styres’s (2017) Land-centred philosophical proposal in music education. This approach is built on the understanding that Indigenous knowledge has the same value as knowledge that comes from hegemonic Western centres. This perspective proposes to disrupt the role of Eurocentrism that accepts or rejects different ways of knowing and (re)centers Indigenous knowledge and worldviews.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72972171","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
Develando el Lado Oscuro de las Maderas Tonales: Un Estudio de Caso sobre la Demanda de Instrumentos Musicales para El Sistema de Orquestas Venezolano 揭示音调木材的黑暗面:委内瑞拉管弦乐队系统对乐器需求的案例研究
Action Criticism and Theory for Music Education Pub Date : 2019-09-01 DOI: 10.22176/act18.3.226
Attilio Lafontant Di Niscia
{"title":"Develando el Lado Oscuro de las Maderas Tonales: Un Estudio de Caso sobre la Demanda de Instrumentos Musicales para El Sistema de Orquestas Venezolano","authors":"Attilio Lafontant Di Niscia","doi":"10.22176/act18.3.226","DOIUrl":"https://doi.org/10.22176/act18.3.226","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73306632","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
Unveiling the Dark Side of Tonewoods: A Case Study about the Musical Instrument Demand for the Venezuelan Youth Orchestra El Sistema 揭开Tonewoods的阴暗面:委内瑞拉青年管弦乐团El Sistema乐器需求案例研究
Action Criticism and Theory for Music Education Pub Date : 2019-09-01 DOI: 10.22176/act18.3.259
Attilio Lafontant Di Niscia
{"title":"Unveiling the Dark Side of Tonewoods: A Case Study about the Musical Instrument Demand for the Venezuelan Youth Orchestra El Sistema","authors":"Attilio Lafontant Di Niscia","doi":"10.22176/act18.3.259","DOIUrl":"https://doi.org/10.22176/act18.3.259","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86522727","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: 11
Bi-musical Curricula and “Abyssal Thinking”: The Case of KM Music Conservatory, India 双乐课程与“深渊思维”:以印度KM音乐学院为例
Action Criticism and Theory for Music Education Pub Date : 2019-09-01 DOI: 10.22176/act18.3.26
Rupert Avis
{"title":"Bi-musical Curricula and “Abyssal Thinking”: The Case of KM Music Conservatory, India","authors":"Rupert Avis","doi":"10.22176/act18.3.26","DOIUrl":"https://doi.org/10.22176/act18.3.26","url":null,"abstract":"This article explores student and teacher experiences of bi-musical education at KM Music Conservatory (KM). KM is a higher education institution in Chennai, India, established in 2008 by the internationally renowned film composer, A. R. Rahman. The Conservatory offers various courses, including a Diploma programme validated by Middlesex University, UK, as part of an internationally recognised bachelor’s degree in music. Students enrolled in the diploma programme study Western art music and Hindustani classical music as core subjects alongside audio engineering, in what has been described as a bi-musical curriculum. Teacher and student experiences of KM’s curriculum indicate bi-musical education can reaffirm colonial, Orientalist, and neoliberal discourses. I argue this should be recognised as an outcome of bi-musical education; however, I also argue that if the generation of these discourses is acknowledged, bi-musical education can bring into dialogue a diverse range of issues that can be used to confront and unsettle colonial ideology, Orientalism, and neoliberalism in engaged ways.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91252420","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
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