Mendelssohn's Last Wish or Case Studies about Aesthetics in Music Education

2008 ◽  
Vol 16 (2) ◽  
pp. 193-207
Author(s):  
Alexandra Kertz-Welzel
Keyword(s):  
Music Education ◽  
Case Studies

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.

What can the Welsh school music sector learn from the community music movement?

2021 ◽  
Vol 5 (1) ◽  
pp. 55-70 ◽  
Author(s):  
Rob Smith
Keyword(s):  
Music Education ◽  
Case Studies ◽  
Community Music ◽  
Musical Language ◽  
Community Arts ◽  
Musical Style ◽  
Creative Development ◽  
South Wales ◽  
School Music ◽  
Education Review

This article draws on theories of creative development articulated by Sawyer and Green as well as reflecting upon data from case studies of projects run in Wales with community ensembles Wonderbrass, South Wales Intercultural Community Arts and London-based Kinetica Bloco. It proposes a model of learning for music education in Wales that promotes active creative participation and fosters the speaking of a musical language rather than simply the reading of it. In the context of Welsh Government’s recent education review, the article advocates a music policy of creative engagement, with musical materials that go beyond the pedagogy of imitation. Here I propose a creative engagement method that empowers participants to interact with musical materials by creating their own musical statements within a musical style or language, whether through extemporization, improvisation or composition.

Experiments with a musical machine: musical style replication in 3 to 5 year old children

2005 ◽  
Vol 22 (1) ◽  
pp. 21-46 ◽  
Author(s):  
Anna Rita Addessi ◽  
François Pachet
Keyword(s):  
Life Cycle ◽  
Young Children ◽  
Music Education ◽  
Case Studies ◽  
New Technology ◽  
Flow Theory ◽  
Musical Style ◽  
Observation Study ◽  
Technology And Learning ◽  
The Relationship

The relationship between new technology and learning is gaining increasing relevance in the field of music education (Webster, 2002; Folkestad et al., 1998). However, only a few studies have considered the nature of the interaction between children and musical machines. This article describes an observation study of children aged 3–5 years confronting a particular interactive musical system, the Continuator, which is able to produce music in the same style as a human playing the keyboard (Pachet, 2003). The analysis of two case studies suggests that the Continuator is able to develop interesting child/machine interactions and creative musical processes in young children. It was possible to observe a ‘life cycle’ of interaction, as well as micro-processes similar to those observed in child/adult interactions (Stern, 1985; Imberty, 2002). The ability of the system to attract and hold the attention of children has been interpreted through Csikszentmihalyi's (1990) ‘flow theory’.

The emergence of musical structures in instrumental free play of toddlers

2021 ◽  
Vol 16 (1) ◽  
pp. 7-25 ◽  
Author(s):  
Ilil Keren ◽  
Avi Gilboa ◽  
Veronika Cohen
Keyword(s):  
Early Childhood ◽  
Music Education ◽  
Case Studies ◽  
Free Play ◽  
Musical Expression ◽  
Developmental Aspect ◽  
Musical Development ◽  
Musical Structures

The field of children’s free play instrumental musical expression seems to lack a theory on the developmental aspect in toddlerhood. The case studies presented here were part of a larger study aimed at helping to fill that gap. In the present study, five children aged 14‐22 months played freely on a metallophone and a pair of bongos in six sessions over nineteen months. The results exemplify the toddlers’ process of developing the ability to structure well-formed musical ideas, starting with short patterns that gradually grow and using repetition-based structures. The insights can contribute to the fields of early childhood musical development, music education and childcare.

Case Studies in Music Consultancy

1989 ◽  
Vol 6 (2) ◽  
pp. 139-154 ◽  
Author(s):  
Sandy Allen
Keyword(s):  
Music Education ◽  
Case Studies ◽  
Primary Education ◽  
Primary Schools ◽  
Historical Survey ◽  
Head Teacher ◽  
Class Teacher

This article gives an historical survey of the growth of music consultancy in primary education and follows on from the same author's Music Consultancy in Primary Education published in Vol. 5 No. 3 of BJME. It is postulated that the move towards the teaching of music by the generalist class teacher, supported by the consultant, has evolved gradually as a result of ideological factors, falling rolls and cuts in expenditure. The case studies represent contrasting accounts of music consultancy in operation in two primary schools. The more balanced music education was provided by the class teacher at School A, where the staff and head teacher appeared to be more committed to and more capable of including music in the curriculum.

The Impact of TVEI on Music Education: Music, Schools and TVEI – A Description of a Small-scale Research Project

1992 ◽  
Vol 9 (2) ◽  
pp. 143-148
Author(s):  
John Winter
Keyword(s):  
Secondary Schools ◽  
Music Education ◽  
Case Studies ◽  
Small Scale ◽  
Direct Experience ◽  
Local Authorities ◽  
Research Project ◽  
Music Schools ◽  
School Music ◽  
The Impact

In 1989 an Institute of Education was offered a sum of money through TVEI to fund a small-scale study which was to involve secondary schools within travelling distance of the Institute. The intention was to survey LEAs to find out TVEI contacts within local authorities and to identify school music departments which had some direct experience of bidding successfully for TVEI funds. In addition to gaining a general, overall view, a small number of case studies were to be written up illustrating the findings in more detail.

Gamifying Classical Music

2018 ◽  
Author(s):  
William Gibbons
Keyword(s):  
Music Education ◽  
Case Studies ◽  
Mobile Applications ◽  
Classical Music ◽  
Musical Performance ◽  
Music Appreciation ◽  
Contemporary Culture

This chapter addresses the ways in which classical music lends itself to gamification, a pervasive trend in contemporary culture in which aspects of games are applied to non-game activities to encourage desired behaviors. The chapter presents two case studies of recent mobile applications that illustrate different approaches to the gamification of classical music. The first of these discusses the Young Person’s Guide to the Orchestra, an app that updates traditional, and problematic, approaches to music education, namely, music appreciation. The second case study considers Steve Reich’s Clapping Music, an app that embraces the interactivity of games to blur the lines between education and musical performance.

scholarly journals Mapping trends and framing issues in higher music education: Changing minds/changing practices

2017 ◽  
Author(s):  
Helen Julia Minors ◽  
Pamela Burnard ◽  
Charles Wiffen ◽  
Zaina Shihabi ◽  
J. Simon van der Walt
Keyword(s):  
Higher Education ◽  
Music Education ◽  
Case Studies ◽  
International Policy ◽  
Inclusive Curriculum ◽  
Emerging Issues ◽  
Changing Practices ◽  
And Gender ◽  
Policy Shifts ◽  
Key Questions

This article presents five case studies from within music in higher education programmes that collectively explore key questions concerning how we look at the challenges and trends, and the need for change to react to the recent higher education (HE) climate, through reference to teaching musicians the skills, knowledge and diverse career creativities that are valued in preparing musicians to enter sustained careers. In this article, the National Association for Music in Higher Education (NAMHE) elected committee members explore the emerging issues and agendas within the context of higher education, and the national and international policy shifts that are occurring. The case studies explore: (1) an inclusive curriculum and undergraduate student partner project; (2) employability skills and postgraduate courses; (3) digital creativities; (4) music career creativities and gender; and (5) an integrated student experience.

Case Studies in Music Education

2006 ◽  
Vol 92 (4) ◽  
pp. 18-19
Author(s):  
Shelley Jagow
Keyword(s):  
Music Education ◽  
Case Studies
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