scholarly journals Music Education and Post-Secondary Music Studies in Canada

2001 ◽  
Vol 103 (2) ◽  
pp. 9-17 ◽  
Author(s):  
Wayne D. Bowman
Keyword(s):  
Music Education ◽  
Post Secondary ◽  
Secondary Music

scholarly journals Music Education and Post-Secondary Music Studies in Canada

2013 ◽  
Vol 21 (1) ◽  
pp. 76-90
Author(s):  
Wayne D. Bowman
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Collective Responsibility ◽  
Well Being ◽  
Musical Life ◽  
Post Secondary ◽  
Disciplinary Boundaries ◽  
Secondary Music ◽  
School Music ◽  
Sphere Of Influence

This essay questions the efficacy of conventional disciplinary boundaries in post-secondary music studies, boundaries that reductively define music education as a training ground for public school music teachers. Our expectations of music education and its sphere of influence have been far too modest. To the extent we segregate music education from the goals and objectives of music studies more broadly, we neglect our collective responsibility for the musical life of our country. We have focused inwardly, engrossed in our specialties, leaving the design of school music curricula and the fragile environments in which they must compete for survival to the whims of non-musician bureaucrats and politicians. We have been less than successful in our collective obligation to enhance the musical well-being of the country. Changing these circumstances is among our greatest challenges in the decades ahead.

Extending Vocal Pedagogy: Extended Vocal Techniques in North American Post-Secondary Music Education

2020 ◽  
Author(s):  
Vanessa Romao
Keyword(s):  
Music Education ◽  
Vocal Pedagogy ◽  
Vocal Performance ◽  
Bel Canto ◽  
Post Secondary ◽  
Western Art ◽  
Vocal Training ◽  
Secondary Music ◽  
Secondary Music Education ◽  
Extended Vocal Techniques

In North America, post-secondary music education is heavily focused on (and limited to) the repertoire and techniques of the Western Art Music canon. Vocal training at these institutions is no exception: vocalists are trained in the bel canto technique whose lineage reaches back to seventeenth-century Italy. This conservatory-based curriculum supports a categorical vocal pedagogy, one that seeks to produce a particular type of singer with a very specific kind of sound. Instead of embracing what each individual singer is capable of, this model focuses on what singers should be capable of from the perspective of repertoire and technical mastery in the operatic tradition. In this paper I will argue that this model risks our losing sight of what the singer has to say in favour of what the composer has to say. Recently there has been discussion and research around a more inclusionary model of vocal pedagogy that would incorporate other techniques alongside bel canto. However, these discussions have been focused on inclusion of musical theatre and belt techniques, with very little discourse on the inclusion of extended vocal techniques. By drawing on the scholarly discourse on the limits and extensions of technical training in post-secondary vocal performance, as well as interviews with several women working in the performance and teaching of extended vocal techniques in Canada, I will explore the potential for extended vocal techniques to contribute to a more inclusive model of vocal pedagogy.

Complicating factors in studio teaching dynamics: Dyad dissolution in post-secondary music studios

2020 ◽  
pp. 1321103X1987107 ◽  
Author(s):  
Gina Ryan
Keyword(s):  
Teaching And Learning ◽  
Rating Scales ◽  
Music Performance ◽  
Essential Element ◽  
Music Schools ◽  
Post Secondary ◽  
Personal Connection ◽  
Professional Goals ◽  
Secondary Music ◽  
Four Levels

Relationship dynamics between students and teachers are an essential element of one-on-one teaching and learning in music schools. The purpose of this study was to investigate factors leading to student–teacher dyad dissolution in post-secondary music performance studios. A total of 30 students and 30 teachers were interviewed. Interview questionnaires contained closed-ended rating scales and open-ended questions. Unstructured responses were transcribed, coded by units that each represented a contributing factor to dyad dissolution, and then subjected to a frequency count to determine decisive factors leading to dyad dissolution. All factors were subjected to the Framework of Social Levels, which is based on four levels – Interpersonal, Self, Other, and Outside. The majority of students’ dissolution factors were attributed at the Interpersonal level, whereas the majority of teachers attributed dissolution to factors at the Student ( Other) level. Participants cited several factors leading to dyad dissolution including different expectations, different professional goals, poor communication, incompatible personalities, student commitment, teacher teaching abilities, lesson satisfaction, and lack of personal connection.

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