Can Music Teaching Be a Powerful Tool for Social Justice?

2015 ◽  
pp. 538-548 ◽  
Author(s):  
John Sloboda
Keyword(s):  
Social Justice ◽  
Conflict Resolution ◽  
Music Education ◽  
Effective Means ◽  
Music Teaching ◽  
Musical Cultures ◽  
Term Evaluation ◽  
Musical Activities

This chapter reflects on how practitioners may differently relate to social justice issues in music education according to their personal and professional priorities. The relative merits of micro- and macro-approaches to social justice in music are discussed. It is argued that social justice goals are particularly strongly linked to the development and support of musical cultures that are sustainable beyond specific educational contexts, and that are embedded in the wider society. Music may not always be a very effective means of promoting social justice, as exemplified by the experience of using musical activities for conflict resolution and inter-group reconciliation. For greater understanding, long-term evaluation of social justice outcomes is required, measured by explicit and agreed metrics.

Teaching, Learning, and Curriculum Content

2012 ◽  
pp. 440-459
Author(s):  
Chris Philpott ◽  
Ruth Wright
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Theoretical Framework ◽  
Music Teaching ◽  
Curriculum Content ◽  
Music Classroom ◽  
Basil Bernstein ◽  
Curriculum Models ◽  
Democratic Rights ◽  
Teaching Learning

This article, which addresses the interfaces between learning, teaching, and curriculum in classroom music teaching, presents a theoretical framework drawn from the work of the British sociologist Basil Bernstein that allows for the analysis of different curriculum and pedagogic models in music education. To elaborate on this, a number of different curriculum models are presented and analyzed. Finally, the article shares some thoughts concerning future music curricula, based on Bernstein's principles of democratic rights in education, which focus on the possibility of promoting social justice in the music classroom.

scholarly journals Music Education and Folk Music

2020 ◽  
Vol 9 (1) ◽  
pp. 64
Author(s):  
Cristina Rolim Wolffenbüttel
Keyword(s):  
Music Education ◽  
Folk Music ◽  
Basic Education ◽  
Specific Work ◽  
Music Teaching ◽  
Musical Work ◽  
Music Genres ◽  
Musical Activities

This essay deals with aspects related to folk music and its insertion in music education, considering the possibilities that the pedagogical-musical work, in dialogue with the teaching of music can bring. It also presents some suggestions for activities, both in Basic Education and in a more specific work with music teaching, as in schools specialized in this teaching. Focusing on folklore and its importance in people's lives and teaching, the essay proposes the use of various folk music genres, weaving historical and musicological explanations, in order to support the planning of possible pedagogical-musical activities.

scholarly journals Challenging exclusionary paradigms in the traditional musical canon: Implications for music education practice

2011 ◽  
Vol 29 (4) ◽  
pp. 374-386 ◽  
Author(s):  
Marsha Kindall-Smith ◽  
Constance L. McKoy ◽  
Susan W. Mills
Keyword(s):  
Social Justice ◽  
Critical Pedagogy ◽  
Music Education ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Three Dimensions ◽  
Music Teaching ◽  
Education Practice ◽  
Public Middle School ◽  
Responsive Instruction

The authors propose that best practices in music education require a conceptual understanding of music teaching and learning based on a perspective of social justice and equitable access for all students. Examinations of the relationship between the tenets of culturally-responsive teaching and three dimensions of music teaching and learning (musical content, instruction, and context) are presented: (1) historically, through the identification of neglected African American contributions to Appalachian music; and (2) pedagogically, through the chronicling of social justice content and culturally-responsive instruction as taught in an urban university and public middle school. The implications of issues of power and social justice for music education are further contextualized within the lens of critical pedagogy to uncover possibilities for a 21st century canon of music teacher preparation that will maximize the potential to transform music education practice.

Respiratory rehabilitation with heat moisture exchanger after total laryngectomy: long-term evaluation

2019 ◽  
Vol 69 (2) ◽  
Author(s):  
Eugenia Allegra ◽  
Ignazio La Mantia ◽  
Maria R. Bianco ◽  
Nicolò Marino ◽  
Alessio Fallica ◽  
...  
Keyword(s):  
Total Laryngectomy ◽  
Moisture Exchanger ◽  
Term Evaluation ◽  
Respiratory Rehabilitation

Attention To Music In The Years Of Independence: A New Approach To Scientific Research

2020 ◽  
Vol 2 (09) ◽  
pp. 395-398
Author(s):  
Sultanov A. ◽  
Tajiboev E.
Keyword(s):  
Music Education ◽  
Education System ◽  
Scientific Research ◽  
Educational Technologies ◽  
New Approach ◽  
Modern Methods

This article reveals the attention paid to music education in Uzbekistan, the new approach implemented in the education system, the development of pedagogical educational technologies and modern methods based on long-term independence.

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