Literaturnachweis - Detailanzeige
| Autor/inn/en | Willox, Ashlee Cunsolo; Heble, Ajay; Jackson, Rob; Walker, Melissa; Waterman, Ellen |
|---|---|
| Titel | Say Who You Are, Play Who You Are: Improvisation, Pedagogy, and Youth on the Margins |
| Quelle | In: Action, Criticism, and Theory for Music Education, 10 (2011) 1, S.114-131 (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1545-4517 |
| Schlagwörter | Music; Creative Activities; Pilot Projects; Child Health; Music Teachers; Models; Interdisciplinary Approach; Research; High Schools; Teaching Methods; Teacher Collaboration |
| Abstract | This paper presents a research that emerges from a set of community-based outreach activities associated with a large-scale, interdisciplinary project, Improvisation, Community, and Social Practice (ICASP), which focuses on the social and pedagogical implications of improvised musical practices. Working from the premise that musical improvisation needs to be understood as a crucial model for political, cultural, and ethical dialogue and action, one of the main goals of this multi-year project is to define a new field of interdisciplinary inquiry. The hope is to have a significant impact on how research is done in this area and how its results are implemented and disseminated, both within and beyond the academy. While many research activities within the larger ICASP project are still ongoing, in this paper the authors highlight a case study methodology to discuss one pilot project that brought improvisation music workshops into an alternative high school classroom. The authors acknowledge that improvisation alone will not automatically or always yield socially positive results, and their case study shows promising impacts while also highlighting some pitfalls. But, with this qualification in mind, they contend that improvisation as pedagogy has the ability to contribute to urban educational initiatives supporting marginalized youth by beginning to dismantle teacher-student hierarchies, foster self-expression and personal growth, enhance cooperation and collaboration, and encourage deep listening through call and response exercises, all the while contributing to the social equity of the group setting. The authors hope that the research will help to spark a growing recognition among music educators about the extent to which community-based outreach initiatives in urban contexts might be understood as powerful sites of pedagogical intervention. (Contains 2 notes.) (ERIC). |
| 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 | 2017/4/10 |
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