Action Criticism and Theory for Music Education最新文献_第5页

Higher music (Educ)ACTION in Southeastern Brazil: Curriculum as a Practice and Possibilities for Action in (De)colonial Thought 高等音乐(教育)行动在巴西东南部:课程作为一种实践和行动的可能性(De)殖民思想

Action Criticism and Theory for Music Education Pub Date : 2019-09-01 DOI: 10.22176/act18.3.85

Euridiana Silva Souza

引用次数: 10

(Re)centrando las Perspectivas Indígenas en la Educación Musical en América Latina (重新)关注拉丁美洲土著音乐教育的观点

Action Criticism and Theory for Music Education Pub Date : 2019-09-01 DOI: 10.22176/act18.3.172

Héctor Miguel Vázquez Córdoba

引用次数: 0

(Educ)AÇÃO Musical Superior no Sudeste do Brasil: Currículo como Prática e Possibilidades de Ações do Pensamento (De)colonialista 巴西东南部的高等音乐行动:作为殖民主义思想行动的实践和可能性的课程

Action Criticism and Theory for Music Education Pub Date : 2019-09-01 DOI: 10.22176/act18.3.56

Euridiana Silva Souza

引用次数: 0

Music Research in a South African Higher Education Institution 南非高等教育机构的音乐研究

Action Criticism and Theory for Music Education Pub Date : 2019-09-01 DOI: 10.22176/act18.3.144

G. Walker

{"title":"Music Research in a South African Higher Education Institution","authors":"G. Walker","doi":"10.22176/act18.3.144","DOIUrl":"https://doi.org/10.22176/act18.3.144","url":null,"abstract":"The recent South African student movements calling for ‘decolonized’ university curricula and campuses are the most audible and visible symptoms of the failure to transform the country’s higher education system since the democratic dispensation of the early 1990s. Specifically focusing on the role of music scholarship, practice, and departments within South Africa’s higher education institutions, this paper discusses the implementation of socially aware and critically engaged music research in a historically white university. It does so through the lens of a new institute for music practice and research that is committed to challenging the prevailing Eurocentric cultural hierarchy within its host institution, encourages meaningful interaction with the South African arts, and is informed by decolonial thought. The author writes from the perspective of a researcher who has been intimately involved in the direction and governance of the newly opened institute, and has witnessed the various institutional frustrations and barriers that have obstructed the institute’s progress. The paper concludes that the transformation of embedded institutional cultures of exclusion depends on transforming institutional structures in which academic disciplines are practiced. Research institutes could be pivotal in effecting such change.","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":"89730113","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

The Day after Music Education 音乐教育后的一天

Action Criticism and Theory for Music Education Pub Date : 2019-09-01 DOI: 10.22176/act18.3.1

Guillermo Rosabal-Coto

引用次数: 12

Decolonization for Ethnomusicology and Music Studies in Higher Education 民族音乐学与高等教育音乐研究的非殖民化

Action Criticism and Theory for Music Education Pub Date : 2019-09-01 DOI: 10.22176/act18.3.115

L. Chavez, Russell P. Skelchy

{"title":"Decolonization for Ethnomusicology and Music Studies in Higher Education","authors":"L. Chavez, Russell P. Skelchy","doi":"10.22176/act18.3.115","DOIUrl":"https://doi.org/10.22176/act18.3.115","url":null,"abstract":"The word decolonization often is used metaphorically in scholarship in the humanities to describe an array of processes involving social justice, resistance, sustainability and preservation. We argue against using decolonization as metaphor because decolonization demands a level of political engagement different from other social justice projects. Decolonization refers to a radical transformation in relations of power, worldviews, and, in an academic context, our role as scholars and our relationship to the university system as an industry. This article interrogates how the word decolonization has been used by ethnomusicologists in previous publications and argues that a discourse of decolonizing music studies and ethnomusicology should not propagate the term as a descriptive signifier while overlooking the issues mentioned above. Excerpts from interviews with three former Society for Ethnomusicology (SEM) presidents are presented for readers to interpret how these people in seats of power are thinking about decolonizing music studies. We conclude by suggesting ten practical approaches and projects that begin to address what decolonization involves and how it can be done.","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":"85671281","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: 16

String Quartet as Autoethnography: The Writing of Out of the Snowstorm, an Owl (2014–17) 弦乐四重奏自成民族志:《走出暴风雪，一只猫头鹰》(2014-17)

Action Criticism and Theory for Music Education Pub Date : 2019-07-01 DOI: 10.22176/act18.1.147

Lucy Hollingworth

引用次数: 2

I played for my father 我为我父亲演奏

Action Criticism and Theory for Music Education Pub Date : 2019-07-01 DOI: 10.22176/act18.2.190

M. O'sullivan

引用次数: 0

Guitar Express: Accompanied “Songs of Deserts”1 as Oases in Life-long Memory Journeys 吉他快车:伴随“沙漠之歌”1作为生命记忆旅程中的绿洲

Action Criticism and Theory for Music Education Pub Date : 2019-07-01 DOI: 10.22176/act18.2.25

Ioanna Etmektsoglou, Kiki Kerzeli, Katerina Vlachoutsou

{"title":"Guitar Express: Accompanied “Songs of Deserts”1 as Oases in Life-long Memory Journeys","authors":"Ioanna Etmektsoglou, Kiki Kerzeli, Katerina Vlachoutsou","doi":"10.22176/act18.2.25","DOIUrl":"https://doi.org/10.22176/act18.2.25","url":null,"abstract":"Being able to play the guitar and sing one’s favorite songs is often an unrealized adolescent dream. Guitar Express is a group music making approach that aims to enable people to realize this dream and develop an identity of amateur musician regardless of age. This is achieved through the use of an alternate tuning of the guitar and a variety of 'tricks' that are being constantly developed to address individual and group needs. The following paper is informed by arts-based research and attempts to provide a general impression of the Guitar Express group approach. Based on the expressions of adults and senior aged adults who have participated in one or more of its groups—as well as the verbal contributions and interpretations of two teachers, a collaborating psychologist, and myself as initiator and supervisor of the program—the major benefits for the Guitar Express participants are, that a) it functions as a means for them to express and regulate their emotions, b) it counteracts feelings of isolation, c) it allows them to experience deeply personal and shared group moments, d) it provides opportunities for dealing and preparing for various kinds of losses, e) it helps people accept personal limitations while searching for alternative solutions, f) it improves the quality of everyday life through its infusion with collective musicking, and g) acts as motivator for involvement in a social music activity. At a more general level, the Guitar Express group experience may be seen as a musically driven journey into the linearity and circularity of time; it may revitalize the participants' memories of their 'songs of deserts', transforming them to oases in personal life-stories, re-enabling connections with the past and augmenting meaningfulness in the present.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87799650","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

“Anything Essential is Invisible to the Eyes”: A Meditation on Love, Loss, and the Deeper Hearted Case for Music Education “任何本质的东西都是看不见的眼睛”:关于爱，失去的沉思，以及音乐教育的更深层次的案例

Action Criticism and Theory for Music Education Pub Date : 2019-07-01 DOI: 10.22176/act18.2.116

Colleen A. Q. Sears

{"title":"“Anything Essential is Invisible to the Eyes”: A Meditation on Love, Loss, and the Deeper Hearted Case for Music Education","authors":"Colleen A. Q. Sears","doi":"10.22176/act18.2.116","DOIUrl":"https://doi.org/10.22176/act18.2.116","url":null,"abstract":"Music teachers in the United States are grappling with educational policy changes that include Common Core implementation, standardized testing, and new teacher evaluation and certification models. The focus on assessment and measurement in education is set against a global backdrop of violence, xenophobia, political strife, and profound human suffering. These overwhelming and complex dynamics can leave music educators questioning their local, national, and global significance. In an effort to reconnect with the essence of our profession, this multimedia paper/presentation addresses two existential questions for music education. What is at the heart of music teaching? In the end, what is significant about what we do? Using a range of literature and media including Antoine de Saint-Exupéry’s The Little Prince, RadioLab’s SPACE broadcast, Parker Palmer’s The Courage to Teach, Elizabeth Alexander’s poem Praise Song for the Day, audio and video recordings from the soundtrack of a sibling relationship, and my own music teaching experiences, this multi-media work examines these existential questions about music education through the lenses of love and loss; challenging future music educators to think about what is significant, big, and lasting in music education at a time when it is easy to feel small, helpless, and overwhelmed. By pondering our role as educators on the largest possible scale, we gain perspective that brings into focus the profound impact that music education can have on our most intimate and cherished relationships.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83660714","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