Promoting Cultural Diversity: African Music in Australian Teacher Education

Autor/in	Joseph, Dawn
Titel	Promoting Cultural Diversity: African Music in Australian Teacher Education
Quelle	In: Australian Journal of Music Education, 50 (2016) 2, S.98-109 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9484
Schlagwörter	Cultural Pluralism; Music Teachers; Foreign Countries; African Culture; Units of Study; Social Integration; Best Practices; Student Evaluation; Educational Quality; Higher Education; Teaching Methods; Feedback (Response); Music Education; College Students; Questionnaires; Teacher Education; Phenomenology; College Faculty; Student Attitudes; Interviews; Australia + Suchen Sie Ihr Suchwort? Kulturpluralismus; Music; Teacher; Teachers; Musiklehrer; Ausland; Africa; Culture; Afrika; Kultur; Lerneinheit; Soziale Integration; Schulnote; Studentische Bewertung; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Musikerziehung; Collegestudent; Fragebogen; Lehrerausbildung; Lehrerbildung; Phenomenological psychology; Phänomenologie; Psychologie; Fakultät; Schülerverhalten; Interviewing; Interviewtechnik; Australien
Abstract	Australia is forged by ongoing migration, welcoming a range of cultures, languages and ethnicities, celebrating a diverse range of the Arts. In this multicultural society, music and dance may serve as a positive medium to transmit and promote social cohesion. I argue that the inclusion of innovative and immersive practice of African music in teaching units may foster understandings of culture in education settings. In this paper I discuss tertiary students' experience in relation to the teaching and learning of African music within higher education courses. Drawing on interview data with six sessionals, questionnaire data, observation notes, anecdotal feedback and narrative reflection, I employ Interpretative Phenomenological Analysis to analyse and code the data into two broad themes. By offering a discussion on teaching and learning African music, I invite international dialogue regarding best practice for preparing, assessing and evaluating our students to raise/enhance the quality of Musical Arts Education. (As Provided).
Anmerkungen	Australian Society for Music Education. P.O. Box 5, Parkville, Victoria 3052, Australia. Tel: +61-3-9925-7807; e-mail: publications@asme.edu.au; Web site: http://www.asme.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01