发布求助
文献互助 智能选刊 最新文献

Action Criticism and Theory for Music Education最新文献

筛选
英文 中文
Music Education for Some: Music Standards at the Nexus of Neoliberal Reforms and Neoconservative Values 某些人的音乐教育:新自由主义改革和新保守主义价值观的音乐标准
Action Criticism and Theory for Music Education Pub Date : 2019-03-01 DOI: 10.22176/ACT18.1.44
Jessica E. Mullen
{"title":"Music Education for Some: Music Standards at the Nexus of Neoliberal Reforms and Neoconservative Values","authors":"Jessica E. Mullen","doi":"10.22176/ACT18.1.44","DOIUrl":"https://doi.org/10.22176/ACT18.1.44","url":null,"abstract":"Educational standards movements have manifested in the widespread adoption of statewide educational standards in mathematics and literacy in the United States. Within this policy context, the National Coalition for Core Arts Standards published educational standards for four fine arts disciplines, including music. Drawing from critical theory, this essay understands the National Core Arts Standards in Music as a product of a hegemonic alliance between neoliberal and neoconservative interests that run counter to the National Association for Music Education’s mission of “promoting the understanding and making of music by all.” By linking music education to workplace skills, establishing uniform benchmarks to improve educational efficiency, and codifying long held Eurocentric epistemologies of musical value, the National Core Arts Standards in Music stand to exacerbate existing inequities in music classrooms. As an alternative to the contemporary common sense of schooling, the possibilities and challenges of a democratic music education for creating counterhegemonic spaces are explored.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76061998","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: 7
Authoritarianism and the Challenge of Higher Education in the Age of Trump 威权主义与特朗普时代高等教育的挑战
Action Criticism and Theory for Music Education Pub Date : 2019-03-01 DOI: 10.22176/ACT18.1.6
Henry A. Giroux
{"title":"Authoritarianism and the Challenge of Higher Education in the Age of Trump","authors":"Henry A. Giroux","doi":"10.22176/ACT18.1.6","DOIUrl":"https://doi.org/10.22176/ACT18.1.6","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82433353","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: 14
Informal Learning Practices in Distance Music Teacher Education: Technology (De)humanizing Interactions 远程音乐教师教育中的非正式学习实践:技术(非)人性化互动
Action Criticism and Theory for Music Education Pub Date : 2018-09-01 DOI: 10.22176/ACT17.3.57
Flávia Motoyama Narita
{"title":"Informal Learning Practices in Distance Music Teacher Education: Technology (De)humanizing Interactions","authors":"Flávia Motoyama Narita","doi":"10.22176/ACT17.3.57","DOIUrl":"https://doi.org/10.22176/ACT17.3.57","url":null,"abstract":"This paper discusses the implementation of a university teaching module, based on Lucy Green’s (2008) informal music learning model. The synergy between Green’s model and Paulo Freire’s critical pedagogy is addressed through explanation of the module and its practices. The module was offered six times, from 2011 to 2016, as an action research project on a mixed-mode distance education undergraduate music program at the Open University of Brazil. The choices of technology in the module were aimed at promoting interactions in a dialogical, humanizing, and problem-posing approach to education in order to achieve conscientization (Freire 1970). However, the uses of technology and some of the practices of students led the author to ponder discourses of technological determinism.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81934151","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
Communities of Practice that Contribute to Undergraduate Identity Construction: A Case Study 有助于大学生身份建构的实践社区:一个案例研究
Action Criticism and Theory for Music Education Pub Date : 2018-09-01 DOI: 10.22176/act17.3.30
E. McClellan
{"title":"Communities of Practice that Contribute to Undergraduate Identity Construction: A Case Study","authors":"E. McClellan","doi":"10.22176/act17.3.30","DOIUrl":"https://doi.org/10.22176/act17.3.30","url":null,"abstract":"The purpose of this study was to examine communities of practice that contribute to undergraduate professional identity construction. Participants were music education, performance, and therapy majors in a university school of music in the southern United States. Each participant completed an online survey regarding their experiences in school of music communities and the extent to which these communities developed their professionalism. Descriptive and correlational analyses of data show strong connections between school of music communities of practice and self-concept as a music educator, performer, or therapist. School of music communities of practice influence students’ views of themselves and how they believe others perceive them. Within these communities, student interaction and collaboration with their professors in a variety of settings inspire students to organize concrete images of the knowledge, competence, and professional work needed as a professional.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81199361","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
Teaching for Creativity and Informal Learning in Liminal Spaces 有限空间中创造性和非正式学习的教学
Action Criticism and Theory for Music Education Pub Date : 2018-09-01 DOI: 10.22176/act17.3.79
Terry G. Sefton
{"title":"Teaching for Creativity and Informal Learning in Liminal Spaces","authors":"Terry G. Sefton","doi":"10.22176/act17.3.79","DOIUrl":"https://doi.org/10.22176/act17.3.79","url":null,"abstract":"This paper discusses two projects that use practice as research to explore learning that takes place in liminal spaces—within the university but not formally in the classroom, while bridging discursive fields. In each project, university faculty participants and student participants in the fields of music, dance, and education, came together to collaborate on creating and performing new works. Participants worked with traditional techniques of composition in one project and storytelling and improvisation in the other. Both projects involved students and faculty working together on a voluntary basis. This paper documents how informal learning and creative thinking benefit from taking place in a liminal zone—within the university and its extended community, but not constrained by fixed discursive practices such as course expectations, assessment, or credit requirements—and allow for both students and faculty to learn from each other and to take creative risks.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82584490","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
Introduction to the Special Issue: The International Symposium on the Sociology of Music Education, and the MayDay Group Action Ideals 特刊导言:音乐教育社会学与五月天团体行动理想国际研讨会
Action Criticism and Theory for Music Education Pub Date : 2018-09-01 DOI: 10.22176/ACT17.3.1
G. Smith
{"title":"Introduction to the Special Issue: The International Symposium on the Sociology of Music Education, and the MayDay Group Action Ideals","authors":"G. Smith","doi":"10.22176/ACT17.3.1","DOIUrl":"https://doi.org/10.22176/ACT17.3.1","url":null,"abstract":"© Gareth Dylan Smith and Clare Hall 2018. 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. Introduction to the Special Issue: The International Symposium on the Sociology of Music Education, and the MayDay Group Action Ideals","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85255082","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
“Until I Die, I will Sing My Calypso Song”: Calypso, Soca, and Music Education Across a Generational Divide in Grenada, West Indies “直到我死，我将唱我的卡里普索之歌”:西印度群岛格林纳达的卡里普索、索卡和跨代音乐教育
Action Criticism and Theory for Music Education Pub Date : 2018-09-01 DOI: 10.22176/ACT17.3.12
Danielle Sirek
{"title":"“Until I Die, I will Sing My Calypso Song”: Calypso, Soca, and Music Education Across a Generational Divide in Grenada, West Indies","authors":"Danielle Sirek","doi":"10.22176/ACT17.3.12","DOIUrl":"https://doi.org/10.22176/ACT17.3.12","url":null,"abstract":"In post-revolution Grenada, explorations of identity often reveal a generational divide. This generational divide is frequently expressed through music (Sirek 2013, 2018). In this qualitative case study I use an ethnographic methodological approach to examine Grenadian calypso and soca music, analyzing data collected from observations and participant observations, interviews, investigation of media/social media; as well as calypso and soca music and lyrics. Drawing from Tönnies’ (1887/2017) constructs of Gemeinschaft and Gesellschaft, I explore the ways in which calypso and soca musicking (Small 1998) and music education initiatives construct and articulate the generational divide in Grenada.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80661277","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
Artistic Citizenship: Escaping the Violence of the Normative (?) 艺术公民:逃离规范的暴力(?)
Action Criticism and Theory for Music Education Pub Date : 2018-07-01 DOI: 10.22176/ACT17.1.71
Deborah Bradley
{"title":"Artistic Citizenship: Escaping the Violence of the Normative (?)","authors":"Deborah Bradley","doi":"10.22176/ACT17.1.71","DOIUrl":"https://doi.org/10.22176/ACT17.1.71","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87835678","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: 14
Faith, Hope, and Music Education 信仰、希望与音乐教育
Action Criticism and Theory for Music Education Pub Date : 2018-07-01 DOI: 10.22176/act17.2.1
Vincent C. Bates
{"title":"Faith, Hope, and Music Education","authors":"Vincent C. Bates","doi":"10.22176/act17.2.1","DOIUrl":"https://doi.org/10.22176/act17.2.1","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83011122","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: 12
Moving Beyond Orthodoxy: Reconsidering Notions of Music and Social Transformation 超越正统:重新考虑音乐和社会转型的概念
Action Criticism and Theory for Music Education Pub Date : 2018-07-01 DOI: 10.22176/ACT17.1.92
Kim Boeskov
{"title":"Moving Beyond Orthodoxy: Reconsidering Notions of Music and Social Transformation","authors":"Kim Boeskov","doi":"10.22176/ACT17.1.92","DOIUrl":"https://doi.org/10.22176/ACT17.1.92","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78087489","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: 17
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信