Bridging the Gap between the Song Interpretation of Home and the Academy: An Autoethnographic Personal Narrative

Autor/in	Williams, Lianna Wimberly
Titel	Bridging the Gap between the Song Interpretation of Home and the Academy: An Autoethnographic Personal Narrative
Quelle	(2022), (53 Seiten) PDF als Volltext Verfügbarkeit D.M.A. Dissertation, University of Georgia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-7482-2
Schlagwörter	Hochschulschrift; Dissertation; College Students; Music Education; Singing; Music Techniques; Culturally Relevant Education; Curriculum Design; Cultural Awareness; Communities of Practice; Intercultural Communication; Cultural Pluralism; Family Environment; College Environment; Autobiographies; Personal Narratives + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Collegestudent; Musikerziehung; Gesang; Musikalische Technik; Lehrplangestaltung; Cultural identity; Kulturelle Identität; Community; Interkulturelle Kommunikation; Kulturpluralismus; Familienmilieu; Hochschulumwelt; Autobiography; Autobiografie; Autobiographie; Erlebniserzählung
Abstract	Students enter higher education vocal music programs (HEVMP) with various singing techniques from home and desire to supplement that knowledge with professional classical singing skills. However, often the curricula of these programs are not structured to allow the music perspectives of home to influence students' understanding and application of the fundamentals of the classical singing techniques of the academy. This research paper examines the role of culturally responsive teaching (CRT) in bridging song performance at home and the academy. First, it introduces the five tenets of CRT as a bonding agent for home and academic learning environments. These tenets are (1) developing a cultural diversity knowledge base, (2) designing culturally relevant curricula, (3) demonstrating cultural caring and building learning communities, (4) cross-cultural communications, and (5) cultural congruity in classroom instruction. Second, with the help of the qualitative method of autoethnographic personal narrative, this paper discusses potential student confrontations that inhibit the cultural bridging of home and the academy. It also introduces a pluralistic learning environment that ensures students see themselves in the HEVMP curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01