Enterprise Learning in Australasian Tertiary Music Education: The Status Quo

2013 ◽  
pp. 215-229
Author(s):  
Ryan Daniel
Keyword(s):  
Music Education ◽  
Status Quo ◽  
The Status

scholarly journals The Benefits of Music for Children with Autism

2020 ◽  
Vol 9 (3) ◽  
pp. 107
Author(s):  
Xi Gu
Keyword(s):  
Music Education ◽  
Social Ties ◽  
Children With Autism ◽  
Status Quo ◽  
Autistic Children ◽  
Music Learning ◽  
The Status

With the development of medicine, people are more and more aware of the status quo of autistic children. At the same time, more people are concerned about how to help autistic children to establish their social ties, so as to make them have a better life. In recent years, some researches have found that music has generally become a tool for autistic children to communicate with society. Therefore, this paper attempts to emphasize and study how music treats autism from the perspective of music expression and music learning. And then provide reference for more music education attempts.

Disrupting the status quo: Educating pre-service music teachers through culturally relevant pedagogy

2019 ◽  
Vol 3 (3) ◽  
pp. 469-485 ◽  
Author(s):  
Colleen B. Maybin
Keyword(s):  
Music Education ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Art Music ◽  
Status Quo ◽  
Western Art ◽  
The Status ◽  
Western Art Music ◽  
Service Music ◽  
Relevant Pedagogy

Scholars theorizing in the area of social justice and music education argue that music has the potential to prepare students to engage in a society that cultivates personal freedom and democratic participation. The continued reliance on values and practices of Western art music within music teacher education has resulted in a disconnect between this discourse and professional practice. The status quo perpetuates conditions that limit accessibility, privilege western art music and maintain whiteness as ‘normal’. In this article, I suggest that this disconnection can be addressed by introducing culturally relevant pedagogy within music education training programmes. Culturally relevant pedagogy, focusing on reflexive practice and place-based education, requires pre-service music educators to think deeply about experiences of marginalized music education students and critically examine the values and beliefs they hold. Embedding the values of culturally relevant pedagogy within music education training creates space for music from different cultural contexts including popular music.

Expressing Culture: Teaching and Learning Music of Ghana, West Africa

2018 ◽  
Vol 32 (1) ◽  
pp. 26-29
Author(s):  
Karen Howard
Keyword(s):  
Music Education ◽  
West Africa ◽  
Teaching And Learning ◽  
Veteran Teachers ◽  
Status Quo ◽  
General Music ◽  
Music Culture ◽  
Culture Teaching ◽  
The Status ◽  
Traditional Song

In recent years, there has been much criticism of multiculturalism for its failure to address the power and privilege that keep the status quo in music education. Continued support and education is needed to grow preservice, practicing, and even veteran teachers’ skills in teaching and learning music genres from a broader range of music cultures. To that end, the purpose of this column is to examine the potential for bringing music from Ghana, West Africa, into the general music setting. A brief introduction to the music culture of Ghana is presented first, then a traditional song with teaching suggestions, followed by a list of suggested print and recorded resources.

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