scholarly journals Creativity, autonomy and Dalcroze Eurhythmics: An arts practice exploration

2021 ◽  
pp. 025576142110286
Author(s):  
Diane K Daly
Keyword(s):  
Music Education ◽  
Classical Music ◽  
Improve Performance ◽  
Performance Quality ◽  
Professional Careers ◽  
Fostering Creativity ◽  
Performance Events ◽  
The Impact

This paper investigates the impact of Dalcroze Eurhythmics on fostering creativity and autonomy in classical instrumental pedagogy. The research took the form of an arts practice investigation which included devising, rehearsing, performing and documenting two performance events, drawing on Dalcroze Eurhythmics techniques rather than conventional classical music approaches. Autoethnography and other arts-based methods were utilised to develop and gather data. The paper presents an overview of Dalcroze Eurhythmics from the perspective of a performer, namely this researcher, and discusses how the method informed my arts practice investigation. It concludes with a discussion on key findings around creativity and autonomy, and the proposal that this approach has the potential to greatly enhance students experience of performance music education, as well as improve performance quality and satisfaction in their ensuing professional careers.

Female Representation in the Traditional Music Classroom

2018 ◽  
Vol 32 (1) ◽  
pp. 18-22
Author(s):  
Megan Lam
Keyword(s):  
Music Education ◽  
Classical Music ◽  
Traditional Music ◽  
Music History ◽  
Female Representation ◽  
Political Issues ◽  
Music Classroom ◽  
Student Aspirations ◽  
Professional Careers ◽  
Female Figures

This article discusses how the scarcity of female representation in music history curriculums, music textbooks, and traditional classical music repertoire affects student aspirations for professional careers in music and the way in which students relate to the music. The role of political issues and social movements in the classroom, such as those concerning gender issues, remains a controversial issue. However, it is also evidently a critical aspect in better understanding and re-creating the context for women in music. This article seeks to provoke discussion surrounding traditional music curricula in the vast disparity between male and female figures in music education and to encourage continual refinement of modern classical music curricula to present a more comprehensive view of music and music history.

scholarly journals The Impact of Arts and Cultural Education on Pupils’ Opinions of Musical Culture – Interdisciplinary Project

2020 ◽  
Vol 22 ◽  
Author(s):  
Jerneja Žnidaršič
Keyword(s):  
Music Education ◽  
Primary Schools ◽  
Classical Music ◽  
Cultural Education ◽  
Musical Culture ◽  
History Teachers ◽  
Positive Effects ◽  
Interdisciplinary Project ◽  
The Arts ◽  
The Impact

In contemporary education, the arts and cultural education provide the possibilities for the development of pupils' creativity, critical thinking and critical attitude towards art and culture. In this respect, we present an interdisciplinary project, based on the implementation of arts and cultural education objectives in didactic units of music education and history, and cooperation between music and history teachers and the composer. The experimental programme was performed in four classes of two Slovenian primary schools. The results of the research confirmed positive effects of the implementation of arts and cultural education regarding the pupils' opinions of musical culture (classical music, musicians, consumerism, musical education and classical music of the 20th century) and the overall popularity of the subjects connected. The example of the designed interdisciplinary project can serve as the guideline for systematic implementation of the arts and culture education in the learning process as well as contribution to raising awareness about the importance of collaboration between schools and artists. Keywords: arts and cultural education; collaboration with the composer; history; interdisciplinarity; music education

scholarly journals Playing With the Past: An Autoethnography

2021 ◽  
pp. 107780042110268
Author(s):  
Diane Daly
Keyword(s):  
Music Education ◽  
Classical Music ◽  
Artistic Expression ◽  
Early Age ◽  
New Work ◽  
Research Model ◽  
The Past ◽  
New Knowledge ◽  
The Impact ◽  
Western Classical Music

What does it take to become an elite professional performer in the culture of Western Classical music? Successful performers often begin lessons at an extremely early age, and many hours of childhood are given over to practice. The research reveals how an autoethnographic exploration through music, improvisation, composition, and somatic movement enabled the documentation and creation of a new work of artistic expression. This article presents how the research model provided the artist with a range of insights and discoveries that would have otherwise remained uncovered, highlighting the impact and value of autoethnography in producing new knowledge in the field of classical music education.

Mahler Is a DJ: Reconducting Classical Music Education

2020 ◽  
Vol 28 (2) ◽  
pp. 220
Author(s):  
Koopal ◽  
Vlieghe ◽  
de Baets
Keyword(s):  
Music Education ◽  
Classical Music

Class, Control, and Classical Music

2019 ◽  
Author(s):  
Anna Bull
Keyword(s):  
Music Education ◽  
Cultural Production ◽  
Classical Music ◽  
Historical Context ◽  
Ethnographic Study ◽  
Middle Classes ◽  
Class Culture ◽  
White Middle Class ◽  
Music Ensembles ◽  
The Aesthetic

Through an ethnographic study of young people playing and singing in classical music ensembles in the south of England, this book analyses why classical music in England is predominantly practiced by white middle-class people. It describes four ‘articulations’ or associations between the middle classes and classical music. Firstly, its repertoire requires formal modes of social organization that can be contrasted with the anti-pretentious, informal, dialogic modes of participation found in many forms of working-class culture. Secondly, its modes of embodiment reproduce classed values such as female respectability. Thirdly, an imaginative dimension of bourgeois selfhood can be read from classical music’s practices. Finally, its aesthetic of detail, precision, and ‘getting it right’ requires a long-term investment that is more possible, and makes more sense, for middle- and upper-class families. Through these arguments, the book reframes existing debates on gender and classical music participation in light of the classed gender identities that the study revealed. Overall, the book suggests that inequalities in cultural production can be understood through examining the practices that are used to create a particular aesthetic. It argues that the ideology of the ‘autonomy’ of classical music from social concerns needs to be examined in historical context as part of the classed legacy of classical music’s past. It describes how the aesthetic of classical music is a mechanism through which the middle classes carry out boundary-drawing around their protected spaces, and within these spaces, young people’s participation in classical music education cultivates a socially valued form of self-hood.

Developing Effective Dispositions for Teaching Music

2019 ◽  
pp. 321-344
Author(s):  
Michael Raiber
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Systematic Approach ◽  
Music Teachers ◽  
Developmental Stages ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Teacher Concerns ◽  
Teaching Music ◽  
The Impact

The impact of teacher dispositions on the professional development of preservice music teachers (PMTs) has been substantiated. This chapter describes an approach to dispositional development within the structure of an introduction to music education course. A teacher concerns model is used to organize this systematic approach through three developmental stages that include self-concerns, teaching task concerns, and student learning concerns. A series of 11 critical questions are presented for use in guiding PMTs’ dispositional development through these developmental stages. Activities to engage PMTs in the exploration of each of these questions are detailed for use by music teacher educators desiring to engage PMTs in dispositional development.

The impact of a music education program on meta-musical awareness, logical-mathematical, and notational skills in preschoolers

2021 ◽  
pp. 025576142110272
Author(s):  
Oriana Incognito ◽  
Laura Scaccioni ◽  
Giuliana Pinto
Keyword(s):  
Music Education ◽  
Education Program ◽  
Cognitive Abilities ◽  
Musical Training ◽  
Control Group ◽  
Transfer Of Knowledge ◽  
General Domain ◽  
Music Program ◽  
Before And After ◽  
The Impact

A number of studies suggest a link between musical training and both specific and general cognitive abilities, but despite some positive results, there is disagreement about which abilities are improved. This study aims to investigate the effects of a music education program both on a domain-specific competence (meta-musical awareness), and on general domain competences, that is, cognitive abilities (logical-mathematical) and symbolic-linguistic abilities (notational). Twenty 4- to 6-year-old children participated in the research, divided into two groups (experimental and control) and the measures were administered at two different times, before and after a 6-month music program (for the experimental group) and after a sports training program (for the control group). Children performed meta-musical awareness tasks, logical-mathematical tasks, and emergent-alphabetization tasks. Non-parametric statistics show that a music program significantly improves the development of notational skills and meta-musical awareness while not the development of logical-mathematical skills. These results show that a musical program increases children’s meta-musical awareness, and their ability to acquire the notational ability involved in the invented writing of words and numbers. On the contrary, it does not affect the development of logical skills. The results are discussed in terms of transfer of knowledge processes and of specific versus general domain effects of a musical program.

scholarly journals Linking musical metaphors and emotions evoked by the sound of classical music

2021 ◽  
pp. 030573562199123
Author(s):  
Simon Schaerlaeken ◽  
Donald Glowinski ◽  
Didier Grandjean
Keyword(s):  
Music Education ◽  
Classical Music ◽  
Empirical Method ◽  
Mixed Effects Models ◽  
Musical Meaning ◽  
Linear Mixed Effects ◽  
Generalized Linear Mixed Effects ◽  
Perceptual Characteristics ◽  
Valence And Arousal ◽  
Western Classical Music

Musical meaning is often described in terms of emotions and metaphors. While many theories encapsulate one or the other, very little empirical data is available to test a possible link between the two. In this article, we examined the metaphorical and emotional contents of Western classical music using the answers of 162 participants. We calculated generalized linear mixed-effects models, correlations, and multidimensional scaling to connect emotions and metaphors. It resulted in each metaphor being associated with different specific emotions, subjective levels of entrainment, and acoustic and perceptual characteristics. How these constructs relate to one another could be based on the embodied knowledge and the perception of movement in space. For instance, metaphors that rely on movement are related to emotions associated with movement. In addition, measures in this study could also be represented by underlying dimensions such as valence and arousal. Musical writing and music education could benefit greatly from these results. Finally, we suggest that music researchers consider musical metaphors in their work as we provide an empirical method for it.

Cultural exchanges: contrasts and perceptions of young musicians

2003 ◽  
Vol 20 (1) ◽  
pp. 73-82
Author(s):  
Colin Durrant
Keyword(s):  
South Africa ◽  
Music Education ◽  
Cultural Exchange ◽  
Emotional Life ◽  
Cultural Exchanges ◽  
Cultural Experiences ◽  
The Impact

This article focuses on young musicians' perceptions of their musical and cultural experiences while on a tour of South Africa during the summer of 2000. The young musicians were asked to keep journals throughout the tour in order to be able to recall their reactions and feelings about their various experiences. The comments, particularly the written ones from the young musicians, vividly display the impact of such experiences on their musical and emotional life. While conclusions are incomplete, some implications for the nature of cultural exchange and understanding and music education in general are put forward.

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