Concepts of world music and their integration within western secondary music education

2003 ◽  
pp. 198-212
Keyword(s):  
Music Education ◽  
World Music ◽  
Secondary Music ◽  
Secondary Music Education

Extending Vocal Pedagogy: Extended Vocal Techniques in North American Post-Secondary Music Education

2020 ◽  
Author(s):  
Vanessa Romao
Keyword(s):  
Music Education ◽  
Vocal Pedagogy ◽  
Vocal Performance ◽  
Bel Canto ◽  
Post Secondary ◽  
Western Art ◽  
Vocal Training ◽  
Secondary Music ◽  
Secondary Music Education ◽  
Extended Vocal Techniques

In North America, post-secondary music education is heavily focused on (and limited to) the repertoire and techniques of the Western Art Music canon. Vocal training at these institutions is no exception: vocalists are trained in the bel canto technique whose lineage reaches back to seventeenth-century Italy. This conservatory-based curriculum supports a categorical vocal pedagogy, one that seeks to produce a particular type of singer with a very specific kind of sound. Instead of embracing what each individual singer is capable of, this model focuses on what singers should be capable of from the perspective of repertoire and technical mastery in the operatic tradition. In this paper I will argue that this model risks our losing sight of what the singer has to say in favour of what the composer has to say. Recently there has been discussion and research around a more inclusionary model of vocal pedagogy that would incorporate other techniques alongside bel canto. However, these discussions have been focused on inclusion of musical theatre and belt techniques, with very little discourse on the inclusion of extended vocal techniques. By drawing on the scholarly discourse on the limits and extensions of technical training in post-secondary vocal performance, as well as interviews with several women working in the performance and teaching of extended vocal techniques in Canada, I will explore the potential for extended vocal techniques to contribute to a more inclusive model of vocal pedagogy.

scholarly journals SOME ASPECTS OF REFORM AND CHANGE IN THE SYSTEM OF SECONDARY MUSIC SCHOOLS - ANALYSIS OF RELEVANT LITERATURE

2020 ◽  
pp. 061
Author(s):  
Marija R. Marković ◽  
Anastasija S. Mamutović ◽  
Zorica Č. Stanisavljević Petrović
Keyword(s):  
Music Education ◽  
Curriculum Change ◽  
Relevant Literature ◽  
Assessment Process ◽  
Theoretical Research ◽  
Research Papers ◽  
Music Schools ◽  
Secondary Music ◽  
Secondary Music Education ◽  
Key Topics

The paper debates some aspects of reform and change in secondary music education. The reforms in secondary music education are in line with the general tendencies in the school system in Serbia. Accordingly, the paper discusses the leading aspects of the changes in the secondary music schools and their alignment with similar schools in the European educational system.The main objective of this theoretical research is to identify significant aspects of changes related to curriculum change and innovation in content - textbooks, and the assessment process. The paper uses a qualitative approach, based on an analysis of selected research studies published after 2001. They cover key topics related to changes in secondary music schools. In spite of the fact that there are few research papers in our region that deal with the implications of the reform in the secondary music education system, based on the analysis of the available papers we can conclude, that there are steps to meet the planned changes.

Gender in Secondary Music Education in British Columbia

1998 ◽  
Vol 15 (1) ◽  
pp. 51-69 ◽  
Author(s):  
Betty Hanley
Keyword(s):  
British Columbia ◽  
Music Education ◽  
Music Teachers ◽  
Gender Issues ◽  
Teachers Perceptions ◽  
Gender Beliefs ◽  
Secondary Music ◽  
Secondary Music Education ◽  
Impact Of Technology ◽  
The Impact

This study is a replication of Dr Lucy Green's (1993) research using responses to an open-ended questionnaire to interpret music teachers' perceptions about boys' and girls' achievements in music classes compared to their results on the General Certificate of Secondary Education examinations (GCSE) in music. Using a revised questionnaire, the British Columbia study examined secondary music teachers' perceptions of gender issues and compared them with Grade 12 Examination results. The impact of gender beliefs was most evident in composition, where the provincial grades contradict teachers' perceptions of success and where the possible impact of technology on girls has not yet been acknowledged.

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