Proselytization and popular music: A policy framework for religious musical expression in public schools

2017 ◽  
Vol 119 (4) ◽  
pp. 194-203 ◽  
Author(s):  
William M. Perrine
Keyword(s):  
Public Schools ◽  
Popular Music ◽  
Policy Framework ◽  
Musical Expression

Enabling Popular Music Teaching in the Secondary Classroom – Singapore Teachers' Perspectives

2018 ◽  
Vol 35 (3) ◽  
pp. 301-319
Author(s):  
Hoon Hong Ng
Keyword(s):  
Public Schools ◽  
Popular Music ◽  
Music Teachers ◽  
Secondary School Teachers ◽  
Traditional Music ◽  
Music Teaching ◽  
Music Pedagogy ◽  
Youth Cultures ◽  
Secondary Classroom ◽  
Teachers Perspectives

The pervasiveness of popular music and its associated practices in current youth cultures brings into question the relevance and effectiveness of more traditional music pedagogies, and propels a search for a more current and engaging music pedagogy informed by popular music practices. With this as the basis, this study seeks to explore factors that may enable the success and effectiveness of popular music programmes in public schools through the lenses of three Singapore secondary school teachers as they conducted their popular music lessons over seven to ten weeks. In the process, the study also describes how these teachers pragmatically negotiated the execution of these programmes within Singapore's unique educational context. The findings may serve to inform music teachers and school leaders keen to establish similar programmes as a matter of on-going dialogue.

Introduction

2016 ◽  
Author(s):  
Jeanne Pitre Soileau
Keyword(s):  
African American ◽  
Public Schools ◽  
Popular Music ◽  
New Orleans ◽  
The Internet ◽  
White Children ◽  
Play Elements ◽  
Jump Rope ◽  
South Louisiana ◽  
Changing Society

This chapter covers the timeline from 1960 when New Orleans integrated its public schools, to 2011, the age of computers and the Internet. Integration had an immediate impact on children and their folklore – African American and white children began to communicate on the playground, sharing chants, jokes, jump rope rhymes, taunts, teases, and stories. Through the next forty-four years, schoolchildren of South Louisiana were able to conserve much traditional schoolyard lore while adapting to tremendous social and material changes and incorporating into play elements from media, computers, smartphones, and the Internet. As time passed African American vernacular became trendy among teenage whites. Black popular music became the music of choice for many worldwide. This is a story about how children, African American and “other” have learned to fit play into their rapidly changing society.

scholarly journals Implementing Indigenous Education Policy Directives in Ontario Public Schools: Experiences, Challenges and Successful Practices

2017 ◽  
Vol 8 (3) ◽  
Author(s):  
Emily Milne
Keyword(s):  
Public Schools ◽  
Student Success ◽  
Indigenous Education ◽  
Policy Implications ◽  
Policy Framework ◽  
Ministry Of Education ◽  
Indigenous Students ◽  
Indigenous Student ◽  
Material Policy ◽  
Indigenous Educators

The Ontario Ministry of Education has declared a commitment to Indigenous student success and has advanced a policy framework that articulates inclusion of Indigenous content in schooling curriculum (Ontario Ministry of Education, 2007). What are the perceptions among educators and parents regarding the implementation of policy directives, and what is seen to encourage or limit meaningful implementation? To answer these questions, this article draws on interviews with 100 Indigenous (mainly Haudenosaunee, Anishinaabe, and Métis) and non-Indigenous parents and educators from Ontario Canada. Policy directives are seen to benefit Indigenous and non-Indigenous students. Interviews also reveal challenges to implementing Indigenous curricular policy, such as unawareness and intimidation among non-Indigenous educators regarding how to teach material. Policy implications are considered.

The Endurance of Subjectivity

2020 ◽  
pp. 183-196
Author(s):  
Mark Evan Bonds
Keyword(s):  
Popular Music ◽  
Instrumental Music ◽  
Western Thought ◽  
Musical Expression ◽  
Multiple Generations ◽  
Inner Self ◽  
Human Psyche

In spite of modernism’s aesthetics of objectivity, both the projection and the perception of subjectivity have endured. Having grown accustomed to hearing composers in their works over the course of multiple generations, beginning in the 1830s, listeners could not and did not suddenly change their assumptions about the nature of musical expression. The belief that music—particularly instrumental music—comes from deep within the human psyche was too firmly rooted in Western thought to be dislodged altogether. Composers’ claims of self-expression have nevertheless become considerably more muted and ambiguous. Critics, in turn, have become far more cautious about drawing direct connections between an artist’s works and inner self, even if the nature of that connection continues to fascinate, particularly in the realm of popular music.

Popular Music Ensembles

2012 ◽  
pp. 877-889
Author(s):  
Carlos Xavier Rodriguez
Keyword(s):  
Public Schools ◽  
Popular Music ◽  
Teaching And Learning ◽  
Traditional Music ◽  
The United States ◽  
Core Values ◽  
Music Teacher ◽  
Music Ensembles ◽  
Large Ensembles ◽  
School Music

Popular music ensembles increase interest and student participation in school music instruction. Some ensembles are small and selective, used as a privilege for the leading performers in larger, traditional school ensembles. Conversely, other popular music ensembles are much larger in size, for instance guitar ensembles, since they are attractive to students who lack background in traditional instruments, yet still allow students to gain experience playing in large ensembles. This article is devoted to identifying and describing core values that underlie teaching and learning in the most prevalent types of popular ensemble in the United States, and globally, as they occur within more traditional music curricula in public schools, and the implications of these emerging ensembles for music teacher education. Examples of specific programs that illustrate these core values in action are cited.

scholarly journals Teachers as market influencers: Towards a policy framework for teacher brand ambassador programs in K-12 schools

2021 ◽  
Vol 29 ◽  
Author(s):  
Christopher Michael Saldaña ◽  
Kevin Welner ◽  
Susan Malcolm ◽  
Eleanore Tisch
Keyword(s):  
Public Schools ◽  
Prescription Drugs ◽  
Education Technology ◽  
Policy Framework ◽  
Policy Issues ◽  
Technology Products ◽  
K 12 ◽  
Brand Ambassadors

Marketing in schools has a new twist, and teachers are at the center. Corporate firms, particularly those producing education-technology products, have contracted with teachers to become so-called brand ambassadors and micro-influencers. Scant research, however, has examined these brand ambassador arrangements, leaving policymakers uninformed about the implications for students, teachers, and schools. In this article, we delve into what it means to be a teacher brand ambassador (TBA) and micro-influencer by examining the context in which these programs arose and studying current examples of TBA and TBA-like programs offered by Google, Amazon, Apple, and Microsoft. We review how these recent instantiations of marketing compare to similar practices used to sell prescription drugs to and through doctors, and we explore ethical, legal and policy issues associated with the recruitment and contracting of teachers as brand ambassadors. Further, anticipating the need for the protection of students’ and teachers’ interests as TBA programs grow as a presence in public schools, we offer a model policy framework to regulate the use of these marketing practices in schools.  

scholarly journals “DURMA” (Model Penciptaan Pesan dan Kesan Musik Melalui Pembenturan Teks Lirik dengan Ekpresi Musik)

2020 ◽  
Vol 12 (1) ◽  
pp. 23-32
Author(s):  
Bondan Aji Manggala
Keyword(s):  
Popular Music ◽  
Musical Expression ◽  
Scientific Publications ◽  
Good Night ◽  
Works Of Art ◽  
Audio Recordings ◽  
Musical Works ◽  
Artistic Research ◽  
Musical Creation

ABSTRACT This article is part of a report on the results of artistic research (works of music) in the field of music. Briefly expresses experience and some knowledge findings related to the process of creating musical works of art. "Durma" is an editorial for this artwork, which contains three works of music with a popular music creation approach. Inspired by the anxiety of observing the infertility of creativity in the area of popular music in Indonesia, through "Durma" the thought was made to model the creativity of popular music by paying attention to the clash of lyric texts with musical expressions to produce messages and impressions of songs that are not public. In the habits of popular music, the elements of lyric text and musical expression are linear and mutually reinforcing relationships. It has never been imagined before that when a popular musical creation thinks a little freely and tries to clash ideas with an established knowledge of popular music creation, it will instead create ambiguity and the complexity of a refreshing taste. The outputs of the "Durma" artistic research include (1) art work products in the form of audio recordings of three songs entitled (a) Candles, (b) Girls, and (c) Good Night, (2) research reports, and (3) scientific publications articles that unravel the knowledge behind this work process.Keywords : Music creation, popular, clash of musical expressions and lyric texts ABSTRAK Artikel ini adalah bagian dari laporan hasil penelitian artistik (karya musik) di bidang musik. Secara singkat, ini mengungkapkan pengalaman dan beberapa temuan pengetahuan terkait dengan proses penciptaan karya seni musik. "Durma" adalah editorial untuk karya seni ini, yang berisi tiga karya musik dengan pendekatan penciptaan musik populer. Terinspirasi oleh kecemasan mengamati ketidaksuburan kreativitas di bidang musik populer di Indonesia, melalui "Durma" pemikiran dibuat untuk memodelkan kreativitas musik populer dengan memperhatikan benturan teks lirik dengan ekspresi musik untuk menghasilkan pesan dan tayangan lagu yang tidak umum. Dalam kebiasaan musik populer, unsur-unsur teks lirik dan ekspresi musik adalah hubungan linier dan saling menguatkan. Belum pernah terbayangkan sebelumnya bahwa ketika sebuah ciptaan musik populer berpikir sedikit dengan bebas dan mencoba untuk bertabrakan dengan pengetahuan mapan tentang ciptaan musik populer, ia malah akan menciptakan ambiguitas dan kompleksitas rasa yang menyegarkan. Output dari penelitian artistik "Durma" meliputi (1) produk karya seni dalam bentuk rekaman audio dari tiga lagu berjudul (a) Lilin, (b) Gadis, dan (c) Selamat Malam, (2) laporan penelitian, dan (3) artikel publikasi ilmiah yang mengungkap pengetahuan di balik proses kerja ini. Kata kunci: Penciptaan musik, populer, benturan ekspresi musik dan teks lirik

scholarly journals Gathering evidence on an after-school supplemental instruction program: Design challenges and early findings in light of NCLB.

2006 ◽  
Vol 14 ◽  
pp. 12 ◽  
Author(s):  
Madhabi Chatterji ◽  
Young Ae Kwon ◽  
Clarice Sng
Keyword(s):  
New York ◽  
Public Schools ◽  
No Child Left Behind ◽  
Policy Framework ◽  
After School ◽  
Two Phase ◽  
Factors Affecting ◽  
Supplemental Program ◽  
Sample Attrition ◽  
Phase Study

The No Child Left Behind (NCLB) Act of 2001 requires that public schools adopt research-supported programs and practices, with a strong recommendation for randomized controlled trials (RCTs) as the “gold standard” for scientific rigor in empirical research. Within that policy framework, this paper compares the relative utility of federally-recommended RCT versus the demonstrated extended term mixed-method (ETMM) designs as options for monitoring effects of novel programs in real-time field settings. Guided by the program’s theory of action, a year-long, two-phase study was conducted to monitor the context, processes and early outcomes of an after-school supplemental program in a New York elementary school. In both phases, the design combined a matched-groups, quasi-experiment with qualitative classroom observations and descriptive surveys. Early findings showed some positive, albeit “gross” program effects. Although findings are tentative, the ETMM approach enhanced interpretations by shedding light on relevant environmental variables, causes for program instabilities and sample attrition, and factors affecting treatment fidelity and scaling-up of the program beyond the pilot year.

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