Literaturnachweis - Detailanzeige
| Autor/in | Harris, Carol Elizabeth |
|---|---|
| Titel | Administering School Music in Three Canadian Settings: Philosophy, Action, and Educational Policy. An Overview. |
| Quelle | (1991), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academically Gifted; Aesthetic Education; Curriculum Development; Educational Opportunities; Elementary Secondary Education; Fine Arts; Foreign Countries; Music Education; Policy Formation; Canada |
| Abstract | Considerations about school music programs, often considered to be a nonutilitarian element of school curriculum, are examined in this paper, with a focus on the application of technological thinking to school administration. Indepth interviews were conducted with 30-40 administrators, teachers, counselors, parents, and students in each of three Canadian school districts (two in Ontario and one in British Columbia). some theorists argue that school music contributes, in some cases, to the reproduction of an artistically elite student population. Although this held true in two cases, the evidence also demonstrates that another scenario may be enacted--one in which schools contribute substantially to providing equal educational opportunity in the arts. The findings raise questions about assumptions commonly held to explain everyday reality. These questions, or myths, indicate that despite the transcendental claims of aesthetic theory about the nature of music itself, Canadian school music education remains solidly embedded in the ideology of its particular social, economic, and political setting. (29 references) (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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