Musicality and Musical Culture: Sharing Narratives of Sound from Early Childhood

2012 ◽  
pp. 247-260 ◽  
Author(s):  
Colwyn Trevarthen ◽  
Stephen Malloch
Keyword(s):  
Early Childhood ◽  
Young Child ◽  
Cultural Heritage ◽  
Teaching And Learning ◽  
Music Teaching ◽  
Musical Culture ◽  
Early Experiences ◽  
Musical Creativity ◽  
The Rich

This article, which focuses on the early experiences of the young child and the ways these lay the foundations for playful and communicative engagement with music throughout life, discusses a theory of the beginnings of music; music teaching and learning; and creative musicality in action. It concludes that as our musicality is shaped by our particular cultural heritage, it can either be helped by sensitive teachers who walk with us along a path of mutual cultural discovery, or hindered by those who would see culture as something to be upheld and protected, separate from life. To trust that, with sensitive guidance, our ingenious musical creativity will find its own way within the rich, complex cultural worlds humans have created is the paradox which all teachers of music face.

The Art of Songwriting, Andrew West (2016)

2019 ◽  
Vol 3 (1) ◽  
pp. 151-154
Author(s):  
Chapman Hill Stuart
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Music Teaching ◽  
Rich Variety ◽  
Rich Diversity ◽  
School Music ◽  
The Rich

The author reviews The Art of Songwriting, written by veteran songwriter Andrew West, who oversees a postgraduate course at Leeds College of Music. The book benefits greatly from the author’s encyclopaedic knowledge of songs and songwriters, and a rich variety of examples permeates the book. As a result, the book is not a simple ‘how-to’ volume, but rather captures the rich diversity of approaches and techniques professional songwriters employ. A different, tighter organizational scheme might help the book’s wisdom be digestible for the reader to consolidate and retain all the knowledge the book has to offer. Still, the book is a welcome contribution to an understudied field, especially as music education scholars seek to diversify the musics that define school music teaching and learning.

Biblical Literacy and the English King James Liberal Bible

2014 ◽  
Vol 7 (2) ◽  
pp. 197-211
Author(s):  
James Crossley
Keyword(s):  
Cultural Heritage ◽  
Test Case ◽  
Biblical Literacy ◽  
The Public ◽  
Public Arena ◽  
The Bible ◽  
Liberal Capitalism ◽  
The Rich ◽  
Popular Nationalism ◽  
King James Bible

Using the 400th anniversary of the King James Bible as a test case, this article illustrates some of the important ways in which the Bible is understood and consumed and how it has continued to survive in an age of neoliberalism and postmodernity. It is clear that instant recognition of the Bible-as-artefact, multiple repackaging and pithy biblical phrases, combined with a popular nationalism, provide distinctive strands of this understanding and survival. It is also clear that the KJV is seen as a key part of a proud English cultural heritage and tied in with traditions of democracy and tolerance, despite having next to nothing to do with either. Anything potentially problematic for Western liberal discourse (e.g. calling outsiders “dogs,” smashing babies heads against rocks, Hades-fire for the rich, killing heretics, using the Bible to convert and colonize, etc.) is effectively removed, or even encouraged to be removed, from such discussions of the KJV and the Bible in the public arena. In other words, this is a decaffeinated Bible that has been colonized by, and has adapted to, Western liberal capitalism.

FORMATION AND DEVELOPMENT OF RURAL ARCHITECTURE IN THE FORMER KETSKAYA VOLOST

2020 ◽  
Vol 22 (2) ◽  
pp. 9-28 ◽  
Author(s):  
E. V. Sitnikova
Keyword(s):  
Cultural Heritage ◽  
18Th Century ◽  
Scientific Methods ◽  
Architectural Analysis ◽  
Tomsk Region ◽  
History Of ◽  
The Rich ◽  
Rural Architecture ◽  
The Village ◽  
Rich History

The article considers the historical and cultural heritage of villages of the former Ketskaya volost, which is currently a part of the Tomsk region. The formation of Ketsky prison and the architecture of large settlements of the former Ketskaya volost are studied. Little is known about the historical and cultural heritage of villages of the Tomsk region and the problems of preserving historical settlements of the country.The aim of this work is to study the formation and development of the village architecture of the former Ketskaya volost, currently included in the Tomsk region.The following scientific methods are used: a critical analysis of the literature, comparative architectural analysis and systems analysis of information, creative synthesis of the findings. The obtained results can be used in preparation of lectures, reports and communication on the history of the Siberian architecture.The scientific novelty is a study of the historical and cultural heritage of large settlements of the former Ketskaya volost, which has not been studied and published before. The methodological and theoretical basis of the study is theoretical works of historians and architects regarding the issue under study as well as the previous  author’s work in the field.It is found that the historical and cultural heritage of the villages of the former Ketskaya volost has a rich history. Old historical buildings, including religious ones are preserved in villages of Togur and Novoilinka. The urban planning of the villages reflects the design and construction principles of the 18th century. The rich natural environment gives this area a special touch. 

Assessing Music in Early Childhood

2019 ◽  
pp. 444-476
Author(s):  
Maria Runfola
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Deep Understanding ◽  
Children's Music ◽  
National Network ◽  
Music Assessment ◽  
Early Childhood Music ◽  
Utilitarian Value

In this chapter, pros and cons of assessing young children’s music skills and content knowledge are explored. An integrative literature review is included as well as a thematic review lending support to core themes. Several reasons were identified as to the importance of promoting student assessment as children participate in early childhood music. Use of music assessments in the classroom and for research should consider practices consistent with musical age as well as chronological age. Increased recognition of the importance of music in total development of the child supports need for effective early childhood assessment systems especially by the music education research community as they continue to gather evidence regarding the utilitarian value of music in early childhood. Researchers need to be aware of environmental factors that may impact early music learning and cognizant of current best practices in music education for early childhood. Researcher-developed criterion measures often are not investigated for quality characteristics, and thus rigorous guidelines for such criterion measures are needed. It appears there are no definitive policy or ethics statements regarding early childhood music assessment but both should be considered vital priorities for the profession. Most likely only those scholars with profound interest in assessment and teachers with deep understanding of the role of assessment in teaching and learning will volunteer to respond. Everything developed in such a national network will be useful, providing we start with clearly defined, intended outcomes and then develop assessments to document student attainment of those musical outcomes.

Feminist Cyber-Artivism, Musicing, and Music Teaching and Learning

2020 ◽  
pp. 291-312
Author(s):  
Marissa Silverman
Keyword(s):  
Social Media ◽  
Music Education ◽  
Case Studies ◽  
Teaching And Learning ◽  
The Body ◽  
The Internet ◽  
Philosophical Investigation ◽  
Music Teaching ◽  
Music Making ◽  
The Voice

This chapter asks an important, yet seemingly illusive, question: In what ways does the internet provide (or not) activist—or, for present purposes “artivist”—opportunities and engagements for musicing, music sharing, and music teaching and learning? According to Asante (2008), an “artivist (artist + activist) uses her artistic talents to fight and struggle against injustice and oppression—by any medium necessary. The artivist merges commitment to freedom and justice with the pen, the lens, the brush, the voice, the body, and the imagination. The artivist knows that to make an observation is to have an obligation” (p. 6). Given this view, can (and should) social media be a means to achieve artivism through online musicing and music sharing, and, therefore, music teaching and learning? Taking a feminist perspective, this chapter interrogates the nature of cyber musical artivism as a potential means to a necessary end: positive transformation. In what ways can social media be a conduit (or hindrance) for cyber musical artivism? What might musicing and music sharing gain (or lose) from engaging with online artivist practices? In addition to a philosophical investigation, this chapter will examine select case studies of online artivist music making and music sharing communities with the above concerns in mind, specifically as they relate to music education.

scholarly journals The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

2021 ◽  
Vol 13 (2) ◽  
pp. 25
Author(s):  
Daniel Abril-López ◽  
Hortensia Morón-Monge ◽  
María del Carmen Morón-Monge ◽  
María Dolores López Carrillo
Keyword(s):  
Social Sciences ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Point Of View ◽  
Learning To Learn ◽  
Outdoor Experience ◽  
Outdoor Experiences

This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

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