Assimilation and Integration in Classical Music Education

Autor/in	Jenkins, Chris
Titel	Assimilation and Integration in Classical Music Education
Quelle	In: Action, Criticism, and Theory for Music Education, 21 (2022) 2, S.156-181 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.22176/act21.2.156
Schlagwörter	Classical Music; Music Education; Minority Group Students; Music Activities; Aesthetics; Cultural Differences; Student Adjustment; Western Civilization; Diversity; Performance; African Americans; Student Recruitment; Culturally Relevant Education; Student Interests + Suchen Sie Ihr Suchwort? Musikerziehung; Musikalische Aktion; Ästhetik; Kultureller Unterschied; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Achievement; Leistung; Afroamerikaner; Studieninteresse
Abstract	Conservatories and orchestras based in the US have attempted to become more diverse by increasing their recruitment of students of color. This approach, however, fails to acknowledge that the aesthetic environments of these institutions, having been designed by and for a White majority, require these students to assimilate into environments that may be aesthetically foreign. This article argues that culturally situated aesthetic differences are key to understanding the lack of diversity within classical music. Because the aesthetics of western classical music do not broadly appeal to communities of color, the demographic diversification of classical music would be greatly aided by a corresponding diversification of performance aesthetics. I provide a contrast between African American and European musical aesthetics to specify racially delimited aspects of classical music performance and to suggest possible solutions. (As Provided).
Anmerkungen	MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01