The Experts below are selected from a list of 327 Experts worldwide ranked by ideXlab platform
Margaret S Barrett - One of the best experts on this subject based on the ideXlab platform.
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Narrative Inquiry in Music Education - Narrative inquiry in Music Education: Troubling certainty
2015Co-Authors: Margaret S Barrett, Sandra L. StaufferAbstract:This text provides a forum for the presentation and discussion of narrative inquiry approaches to research in Music Education, and contextualizes this work within the larger conversations of Music Education research and practice. In an innovative dialogic approach the text is divided into 3 parts, each presenting a different perspective on the uses and purposes of narrative in and for Music Education. Section I explores the origins of narrative research across a range of fields of inquiry and presents a conception of narrative inquiry as "resonant work". Section II provides 7 examples of narrative inquiry research, each of which is accompanied by a reflective commentary. The commentaries provide an interpretive perspective of the narrative accounts, suggest further questions that arise from the inquiry, and provide insight into the potential uses of the narrative account for the theory and practice of Music Education. Section III brings together the perspectives of two eminent theorists and practitioners.
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a cultural psychology of Music Education
2011Co-Authors: Margaret S BarrettAbstract:Recent studies in Music Education have investigated the ways in which different groups construe Music and Music Education, and the ways in which these constructions are culturally bound. This book explores the ways in which the discipline of cultural psychology can contribute to our understanding of how Music learning and development occurs in a range of cultural settings, and the subsequent implications of such understanding for the theory and practice of Music Education. The book opens with an overview of the theoretical underpinnings of a cultural psychology of Music Education. Ten Music Education scholars and researchers provide chapters that illustrate the application of this approach to key issues in Music Education; its theory and practice. These chapters provide opportunities to look more deeply into the practices of Music Education in order to understand the role culture plays in shaping children's Musical learning and thinking, the learning and teaching of Music teachers, the formal and informal institutions and structures within and through which learning and teaching occur, and, the intersection of these processes and structures in the development of Musical thought and practice.
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narrative inquiry in Music Education troubling certainty
2009Co-Authors: Margaret S Barrett, Sandra L. StaufferAbstract:This text provides a forum for the presentation and discussion of narrative inquiry approaches to research in Music Education, and contextualizes this work within the larger conversations of Music Education research and practice. In an innovative dialogic approach the text is divided into 3 parts, each presenting a different perspective on the uses and purposes of narrative in and for Music Education. Section I explores the origins of narrative research across a range of fields of inquiry and presents a conception of narrative inquiry as "resonant work". Section II provides 7 examples of narrative inquiry research, each of which is accompanied by a reflective commentary. The commentaries provide an interpretive perspective of the narrative accounts, suggest further questions that arise from the inquiry, and provide insight into the potential uses of the narrative account for the theory and practice of Music Education. Section III brings together the perspectives of two eminent theorists and practitioners.
David Elliott - One of the best experts on this subject based on the ideXlab platform.
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“Socializing” Music Education
Action criticism & theory for music education, 2020Co-Authors: David ElliottAbstract:In the planning stages for this special issue, Wayne Bowman suggested that we probe the theoretical complexities of social justice to deepen our philosophical foundations in ways that might have a “transformative and durable” impact on the Music Education profession. I took this as an invitation to explore ways to “socialize and justice(!)” Music Education, theoretically and practically. While educators in other fields have made significant strides in incorporating issues of social justice in their foundations and curricula, and while a few Music Education theorists have labored to move us in this direction (e.g., Roberta Lamb, Julia Koza, Elizabeth Gould, and Deborah Bradley), Music Education lags behind. Hence my plan for this paper. First, I reflect on the concept of social justice in terms of several facets, strands, or dimensions. Second, I discuss this concept in relation to selected social movements. Third, I examine the work of two Music educators/community Musicians whose efforts illustrate aspects of Music Education as-and-for social justice. Lastly, I offer some suggestions for rethinking and “practicizing” Music teaching and learning as/for social justice. (Due to space limitations, and with apologies to international readers, I usually take a U.S. perspective on the issues and examples below).
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praxial Music Education a critical analysis of critical commentaries
International Journal of Music Education, 2014Co-Authors: Michael J Silverman, Susan A Davis, David ElliottAbstract:Since its publication in 1995, a significant literature has developed around David J. Elliott’s praxial philosophy of Music Education, as explained in Music Matters: A New Philosophy of Music Education. This literature includes a range of commentaries in journals, books, edited books, and dissertations. Although Elliott has replied to some positive and negative commentaries since 1995, he has not addressed several adverse discussions by leading Music Education philosophers. Accordingly, we posit that there is an important gap in Music Education’s philosophical discourse that may cause some Music Education students and researchers to accept or reject important criticisms of Elliott’s praxialism without sufficient information or reflection.In this article we analyze several critiques of Elliott’s praxialism. Our discussion divides into three sections related to major topics presented in the praxial philosophy particularly and Music Education generally: Music making, Music listening and Musical works, and mu...
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praxial Music Education reflections and dialogues
2009Co-Authors: David ElliottAbstract:1. Introduction 2. The Praxial Philosophy in Historical Perspective 3. The Limits and Grounds of Musical Praxialism 4. The Nature of Music and Musical Works 5. Understanding Musical Understanding 6. Music and Knowledge in Bodily Experience 7. Listening Reconsidered 8. Why Musical Performance? Views Praxial to Performative 9. Composing and Improvising 10. A "Systems View" of Musical Creativity 11. Praxial Foundations of Multicultural Music Education 12. Curriculum: Implications of Aesthetics vs. Praxial Philosophies 13. Critical Matters in Early Childhood Music Education 14. What Matters in General Music? 15. Elementary Music: Building Cultures and Practices 16. Why Don't I Feel Included in these Musics, or Matters 17. Community Music and Praxialism: Narratives and Reflections
Sandra L. Stauffer - One of the best experts on this subject based on the ideXlab platform.
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Narrative Inquiry in Music Education - Narrative inquiry in Music Education: Troubling certainty
2015Co-Authors: Margaret S Barrett, Sandra L. StaufferAbstract:This text provides a forum for the presentation and discussion of narrative inquiry approaches to research in Music Education, and contextualizes this work within the larger conversations of Music Education research and practice. In an innovative dialogic approach the text is divided into 3 parts, each presenting a different perspective on the uses and purposes of narrative in and for Music Education. Section I explores the origins of narrative research across a range of fields of inquiry and presents a conception of narrative inquiry as "resonant work". Section II provides 7 examples of narrative inquiry research, each of which is accompanied by a reflective commentary. The commentaries provide an interpretive perspective of the narrative accounts, suggest further questions that arise from the inquiry, and provide insight into the potential uses of the narrative account for the theory and practice of Music Education. Section III brings together the perspectives of two eminent theorists and practitioners.
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narrative inquiry in Music Education troubling certainty
2009Co-Authors: Margaret S Barrett, Sandra L. StaufferAbstract:This text provides a forum for the presentation and discussion of narrative inquiry approaches to research in Music Education, and contextualizes this work within the larger conversations of Music Education research and practice. In an innovative dialogic approach the text is divided into 3 parts, each presenting a different perspective on the uses and purposes of narrative in and for Music Education. Section I explores the origins of narrative research across a range of fields of inquiry and presents a conception of narrative inquiry as "resonant work". Section II provides 7 examples of narrative inquiry research, each of which is accompanied by a reflective commentary. The commentaries provide an interpretive perspective of the narrative accounts, suggest further questions that arise from the inquiry, and provide insight into the potential uses of the narrative account for the theory and practice of Music Education. Section III brings together the perspectives of two eminent theorists and practitioners.
Paul Cary - One of the best experts on this subject based on the ideXlab platform.
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LibGuides: Music Education: Books
2012Co-Authors: Paul CaryAbstract:A Library Research Guide for Music Education students. This guide is designed to help you navigate the wide variety of Music Education resources available through the Jones Music Library.
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LibGuides: Music Education: Journals
2012Co-Authors: Paul CaryAbstract:A Library Research Guide for Music Education students. This guide is designed to help you navigate the wide variety of Music Education resources available through the Jones Music Library.
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LibGuides: Music Education: Home
2012Co-Authors: Paul CaryAbstract:A Library Research Guide for Music Education students. This guide is designed to help you navigate the wide variety of Music Education resources available through the Jones Music Library.
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LibGuides: Music Education: Databases
2012Co-Authors: Paul CaryAbstract:A Library Research Guide for Music Education students. This guide is designed to help you navigate the wide variety of Music Education resources available through the Jones Music Library.
Estelle R. Jorgensen - One of the best experts on this subject based on the ideXlab platform.
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Pictures of Music Education
2011Co-Authors: Estelle R. JorgensenAbstract:Estelle R. Jorgensen's latest work is an exploratory look into the ways we practice and represent Music Education through the metaphors and models that appear in everyday life. These metaphors and models serve as entry points into a deeper understanding of Music Education that moves beyond literal ways of thinking and doing and allows for a more creative embodiment of Musical thought. Seeing the reader as a partner in the creation of meaning, Jorgensen intends for this book to be experienced by, rather than dictated to, the reader. Jorgensen's hope is that the intersections of art and philosophy, and metaphor and model can provide a richer and more imaginative view of Music Education.
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A philosophical view of research in Music Education
Music Education Research, 2009Co-Authors: Estelle R. JorgensenAbstract:In this paper, four interrelated questions are addressed: What counts as research? What are some present challenges to Music Education research? What should be the relationship between theory and empirical data? What ought to be the distinctive features of Music Education research? The purpose is to elucidate how philosophical inquiry can be useful in Music Education scholarship in conceptualising and clarifying the nature of the field and challenging preconceived assumptions about the nature of Music Education research.
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Questions for Music Education Research.
Music Education Research, 2008Co-Authors: Estelle R. JorgensenAbstract:In addressing the question-set ‘What questions do Music Education researchers need to address?’, an illustrative list of juxtaposed descriptive and normative questions is sketched as follows: What are and should be the dimensions of Music Education? What are and should be the institutional agencies of Music Education? What are and should be the specifically Educational dimensions of Music Education? What are and should be the Musical interests of Music Education? What are and should be the purposive and/or incidental, formal and/or informal attributes of Music Education? At what developmental stages are and should Music Education be cast? What disciplines and levels of generality do and should inform Music Education?What is the present status of Music Education and what should it be? How relevant is and should Music Education research be to practice?
