Music Education Commons^™

Going For Broke: A Talk To Music Teachers, Juliet Hess, Brent C. Talbot

Sunderman Conservatory of Music Faculty Publications

In 1963—a racially-charged time in the United States—James Baldwin delivered “A Talk to Teachers,” urging educators to engage youth in difficult conversations about current events. We concur with Giroux (2011, 2019) that political forces influence our educational spaces and that classrooms should not be viewed as apolitical, but instead seen as sites for engagement, where educators and artists alike can “go for broke.” Drawing upon A Tribe Called Quest’s 2017 Grammy performance of “We the People…” as an example of the role of the arts in troubled times, we consider ways to work alongside youth in schools to respond, consider, …

Superdiversity In Music Education, Brent C. Talbot

Sunderman Conservatory of Music Faculty Publications

Globalization has changed the social, cultural, and linguistic diversity in societies all over the world (Blommaert, J & Rampton, B. Diversities, 13(2), 1–22 (2011)). As new technologies have rapidly developed alongside increased forms of transnational flow, so have new forms of language, art, music, communication, and expression. This rapid and varied blending of cultures, ideas, and modes of communication is what Vertovec (2007) describes as super-diversity—diversity within diversity. In this narrative, I explore the theoretical and methodological pluralism that has aided my research in diverse settings, drawing from post-structuralism, critical theory, sociolinguistics, complexity theory, and discourse analysis—specifically Scollon and Scollon’s …

Extending Invitations, Becoming Messmates, Alison M. Reynolds, Brent C. Talbot

Sunderman Conservatory of Music Faculty Publications

As music educators we can model proactive advocacy among community members to prevent individuals' reactive violence in response to intolerance for differences. We can offer music-learning tables as safe spaces in which community members openly and collaboratively learn to know each other as individuals with diverse identities and interests. As messmates around the table, we can identify ways that researching, questioning, and being musical together can eradicate fears and the damaging effects of homophobia.

A Proleptic Perspective Of Music Education, Brent C. Talbot

Sunderman Conservatory of Music Faculty Publications

By explaining the cultural mechanism of 'prolepsis' through examples of my own teaching, I posit that all too often educators' and teacher educators' (purely 'ideal') recall of our pasts and imagination of our students' futures become fundamentally materialized constraints on our students' life experiences in the present.

The Music Identity Project, Brent C. Talbot

Sunderman Conservatory of Music Faculty Publications

At MayDay Group Colloquium 24 in East Lansing, MI, Sandra Stauffer (2012) charged that: "If we want change, we need to start telling different stories . . . we work with beginning teachers, and we worry about teacher identities. We tell them a story...one that does not serve them well. A story that they will be prepared. Maybe we should tell stories of self-making, of re-making and replacing ourselves. Of preparation as a constantly evolving teacher story. Maybe then transformation can be the norm."

Sandy’s comments of transformation resonated strongly with the very project I was presenting at the same …

Dragon Rhyme By Chen Yi, Russell G. Mccutcheon

Sunderman Conservatory of Music Faculty Publications

Russell McCutcheon, Assistant Professor of Music and Director of Bands in the Sunderman Conservatory of Music, published an analysis of "Dragon Rhyme", a major new composition for wind band, by composer Chen Yi in Teaching Music Through Performance in Band, Volume 9.