British Journal of Music Education最新文献

Gender representation in undergraduate music technology education: case studies from Aotearoa/New Zealand 本科音乐技术教育中的性别代表性：来自新西兰奥特罗阿的案例研究

IF 2 3区教育学

British Journal of Music Education Pub Date : 2025-01-03 DOI: 10.1017/s0265051724000330

Catherine Hoad, Henry Johnson, Megan Rogerson-Berry, Oli Wilson, Josh Ellery

{"title":"Gender representation in undergraduate music technology education: case studies from Aotearoa/New Zealand","authors":"Catherine Hoad, Henry Johnson, Megan Rogerson-Berry, Oli Wilson, Josh Ellery","doi":"10.1017/s0265051724000330","DOIUrl":"https://doi.org/10.1017/s0265051724000330","url":null,"abstract":"This article explores the relationship between gender inequities in undergraduate music technology education and the widespread imbalances that permeate the professional music technology workforce. We present evidence concerning the relationship between tertiary training and industry outcomes by focusing on three music technology degree-level offerings in Aotearoa/New Zealand. In doing so, we critically examine the ways in which higher education in Aotearoa/New Zealand may be seen to perpetuate international trends concerning the underrepresentation of women in music technology fields. Firstly, the article offers an overview of extant scholarship on gender and music technology training. From here, it examines national data on music enrolments that show gender imbalances across music degrees. It then analyses three music technology degree-level offerings in Aotearoa as case studies. These reveal how gender inequities are amplified in areas relating to music technology. Datasets are then considered in relation to gender representation within the music industry in Aotearoa. The article concludes by offering reflections on key areas for interventions and avenues for further research.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"55 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142917075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Early twentieth-century recordings in higher music education: a preliminary analysis of the students’ views 二十世纪初高等音乐教育中的录音：学生观点的初步分析

IF 2 3区教育学

British Journal of Music Education Pub Date : 2024-12-23 DOI: 10.1017/s0265051724000378

Massimo Zicari, Michele Biasutti

{"title":"Early twentieth-century recordings in higher music education: a preliminary analysis of the students’ views","authors":"Massimo Zicari, Michele Biasutti","doi":"10.1017/s0265051724000378","DOIUrl":"https://doi.org/10.1017/s0265051724000378","url":null,"abstract":"This article examines how classical music students understand early twentieth-century recordings in higher music education. A qualitative research method was chosen to investigate the beliefs and self-reported practices of 16 students enrolled in a European conservatoire, whose attitudes were considered through the administration of a semi-structured questionnaire and an interview. Their responses identified seven main themes: (1) beliefs, (2) sources, (3) self-reported practices, (4) repertoires/performers, (5) educational implications, (6) limits and (7) benefits.Results show how much students value early twentieth-century recordings – especially when it comes to analysing the performance practices of the past and developing new interpretations – and how articulate their responses can be with regard to specific stylistic and technical issues. However, possibly due to informal learning strategies and the lack of curricular teaching activities focusing on listening to and analysing recorded interpretations, some responses highlighted a misrepresentation of our recent musical past and the need for a more structured curricular activity. This last should benefit from a vast body of scholarly literature whose relevance is still underestimated among music practitioners.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"3 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142874171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The leaky pipeline: gender ratios in UK brass playing 漏水的管道：英国铜管乐器演奏中的性别比例

IF 2 3区教育学

British Journal of Music Education Pub Date : 2024-12-12 DOI: 10.1017/s0265051724000329

Eleanor Guénault, Jane Ginsborg, John Habron-James

引用次数: 0

‘NAOUIEDCT’ and ‘RCSSEOEUR’: harmonising complexity in the South African landscape of music literacy education in secondary schools “NAOUIEDCT”和“RCSSEOEUR”：协调南非中学音乐素养教育的复杂性

IF 2 3区教育学

British Journal of Music Education Pub Date : 2024-12-12 DOI: 10.1017/s0265051724000354

Ronella Jansen van Rensburg, Ronel De Villiers

{"title":"‘NAOUIEDCT’ and ‘RCSSEOEUR’: harmonising complexity in the South African landscape of music literacy education in secondary schools","authors":"Ronella Jansen van Rensburg, Ronel De Villiers","doi":"10.1017/s0265051724000354","DOIUrl":"https://doi.org/10.1017/s0265051724000354","url":null,"abstract":"This article explores the multifaceted landscape of music literacy education in South African secondary schools through an anagrammatic lens. Music literacy education is symbolised by the anagrams ‘NAOUIEDCT’ and ‘RCSSEOEUR’, encapsulating resource-related, cultural and pedagogical complexities. This comparison of music literacy education to anagrams creates an interesting analogy that can shed light on the complexity and challenges inherent in the situation. It aims to unravel these complexities, like solving a multifaceted puzzle. Thus, the result of this qualitative interpretive research project is the transformation of a complex challenge (conundrum) into symbolic puzzles (anagrams), aiming to decipher the intricacies of music literacy education. This methodology offers an approach to foster engagement and collaborative work toward future solutions. Through a comprehensive exploration, this research aims to unravel the layers of challenges inherent in Music Education, offering insights and recommendations for a nuanced and enriched educational experience. The data for this research project were collected through semi-structured interviews and, consequently, a thematic content analysis was carried out, first in a descriptive level of analysis, followed by a conceptual level of analysis. Computer-aided qualitative analysis software, namely ATLAS.tiTM23, played a valuable and significant role in both the literature review and thematic content analysis phases of this study.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"21 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142810095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Laptop computer as instrument in music performance lessons: issues and opportunities 笔记本电脑在音乐表演课中的应用：问题与机遇

IF 2 3区教育学

British Journal of Music Education Pub Date : 2024-12-11 DOI: 10.1017/s0265051724000317

Kristian Tverli Iversen, David G. Hebert

引用次数: 0

Knowing ‘how to create’ in order to know ‘how to teach’? Perceptions and conditioning of Spanish music teachers in secondary education 知道“如何创造”是为了知道“如何教学”？中学西班牙音乐教师的认知与制约

IF 2 3区教育学

British Journal of Music Education Pub Date : 2024-12-10 DOI: 10.1017/s0265051724000342

Vicente Castro-Alonso, Rocío Chao-Fernández

引用次数: 0

Career challenges: an exploration into potential barriers faced by Scottish emerging composers 职业挑战：探索苏格兰新兴作曲家面临的潜在障碍

IF 2 3区教育学

British Journal of Music Education Pub Date : 2024-12-05 DOI: 10.1017/s0265051724000305

Jill Morgan

引用次数: 0

Using the model of generative change to facilitate informal music learning 运用生成性改变模式促进非正式音乐学习

IF 2 3区教育学

British Journal of Music Education Pub Date : 2024-12-04 DOI: 10.1017/s0265051724000366

Katy Ieong Cheng Ho Weatherly

{"title":"Using the model of generative change to facilitate informal music learning","authors":"Katy Ieong Cheng Ho Weatherly","doi":"10.1017/s0265051724000366","DOIUrl":"https://doi.org/10.1017/s0265051724000366","url":null,"abstract":"This Participatory Action Research (PAR) investigates the integration of informal music learning in Macau’s educational context, guided by the Model of Generative Change (Ball, 2009). Engaging the participating college students (N = 41), this study explores how learners perceive the formal–informal learning continuum (Folkestad, 2006) through the four stages of informal learning experiences: awakening, agency, advocacy and efficacy (Ball, 2009). Through multiple data collection methods and qualitative analysis, students experienced (a) autonomous learning, (b) joyful peer learning, (c) creative exploration and skill development and (d) resilience through challenges. Moreover, the study highlights the stages of awakening, introspection and critique from the students’ perspectives. Notably, a subset of students, predominantly those with prior formal instrumental training, expressed critiques concerning informal learning, predominantly regarding its perceived lack of systematic structure and foundational skills. These insights suggest a need to further embed informal music learning in Macau to foster a dynamic change towards generativity and a ‘multileveled cultural world’ (Law & Ho, 2015). The implications point to a broader pedagogical shift that values diverse learning experiences, which may enhance the development of a more adaptable, innovative and well-rounded musical skill set within the student population in Macau.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"9 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142763360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Joining alone: factors that influence the musical participation of young adults after leaving school 独自加入：影响青壮年离校后参与音乐活动的因素

IF 2 3区教育学

British Journal of Music Education Pub Date : 2024-10-14 DOI: 10.1017/s0265051724000172

Emma White, Stephanie E. Pitts

{"title":"Joining alone: factors that influence the musical participation of young adults after leaving school","authors":"Emma White, Stephanie E. Pitts","doi":"10.1017/s0265051724000172","DOIUrl":"https://doi.org/10.1017/s0265051724000172","url":null,"abstract":"When young people leave the musical world of their school environment, a lack of clear routes into adult musical engagement brings a risk of wasted ability, motivation and enjoyment, which arguably undermines the value of music education. This study explored the factors that influence continued musical participation among young British adults who had been actively engaged in school music. Musical participation is defined in this research as group music-making in either a formal or informal setting. Participants (n = 102) completed an online questionnaire or were interviewed (n = 6) about their past and present musical experiences along with future expectations for music-making. The stark headline finding was that while 87% of participants had intended to continue with music-making beyond school, only 48% had found groups to join. Nonetheless, 78% expected to continue with music-making in the future. Our research therefore suggests that any break from musical participation need not be permanent for individuals who have established strong musical identities through their early experiences. To conclude, we present a model of lifelong musical participation that illustrates the influences, motivations and choices that contribute to sustained musical engagement.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"9 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142431302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Digitally mediated collaboration and participation: composing 10,427 miles and 11 hours apart 以数字为媒介的合作与参与：相隔 10,427 英里和 11 个小时的创作经历

IF 2 3区教育学

British Journal of Music Education Pub Date : 2024-09-20 DOI: 10.1017/s0265051724000226

Pauline Black, Emily Wilson

引用次数: 0