Addressing Negative Conditions In A Voice Studio: How Could Mindfulness Be Used As A Pedagogical Method Of Voice Teaching In The Context Of The Master-Apprentice Relationship?,
2022
University of Denver
Addressing Negative Conditions In A Voice Studio: How Could Mindfulness Be Used As A Pedagogical Method Of Voice Teaching In The Context Of The Master-Apprentice Relationship?, University Of Denver
Musicology and Ethnomusicology: Student Scholarship
The proposed research paper will evaluate the negative aspects of the master-apprentice model in voice studios. The master-apprentice relationship has been a traditional style of teaching since the bel canto school of Italy in the 16th century and continues to be a foundation of voice teaching today. However, with the development of education and technology, vocal instruction/pedagogy has evolved tremendously. Offering new approaches and philosophies of teaching in the field of music. The teaching of mindfulness in the voice studio has become a popular topic in music education. Along with awareness, mindful practice has given students the opportunity to …
The Psychological Effects Of The Voice Change In Female Students And The Implications Of Current Pedagogy,
2022
Georgia Southern University
The Psychological Effects Of The Voice Change In Female Students And The Implications Of Current Pedagogy, Brendan A. Kennedy
Honors College Theses
The voice change process is a treacherous time, and the female voice change process is underrepresented in literature and often ignored in classrooms (Sweet, 2018). The purpose of this study is to explore the psychological effects of the voice change process in female students and identify current pedagogical trends as used by current secondary choral music educators. Participants included a) Choral music education students who experienced a female voice change and b) Current secondary choral music educators. Choral music education students responded to a background survey which collected voice change process self-efficacy data. Selected informants underwent semi-structured interviews about their …
Critical And Culturally Sustaining Music Pedagogy,
2022
Westminster Choir College, Rider University
Critical And Culturally Sustaining Music Pedagogy, Jason D. Vodicka
Visions of Research in Music Education
Whether by mandate or by personal aspiration, teachers across the United States are compelled to teach in a manner that is culturally relevant to their students. Culturally relevant pedagogy, and its recent iteration, culturally sustaining pedagogy, call for high levels of student achievement, the development of multiple cultural competencies, and the raising of sociopolitical consciousness. Culturally sustaining ped- agogy and critical pedagogy share a focus on connecting to students’ lived experience, empowering students in the classroom and in the world, and developing students’ critical consciousness. As asset-based peda- gogies, both approaches focus on what students know first. This essay defines …
Critical Pedagogy: Commitment, Connection, And Communication,
2022
Clemson University
Critical Pedagogy: Commitment, Connection, And Communication, Anthony Bernarducci
Visions of Research in Music Education
Commitment, Connection, and Communication: These words summarize a triangle of opportunity and are the foundations of a Critical Pedagogy. In practice, commitment, connection, and communication are key words for music educators in their daily work with students. This article explores the eight steps of applying Critical Pedagogy—as outlined in Abrahams’s (2005a) model of Critical Pedagogy for Music Education—in relation to communication with administrators, and the ways in which it may aid in connecting within a community.
Critical Pedagogy And Disability: Considerations For Music Education,
2022
University of Alabama
Critical Pedagogy And Disability: Considerations For Music Education, Ellary A. Draper
Visions of Research in Music Education
Developed by Brazilian Paulo Freire to teach economically disadvantaged adults to read, critical peda- gogy has since inspired others to adapt the model to other subject areas. In the area of music education, Frank Abrahams created the Critical Pedagogy for Music Education (CPME) model and has written about the use of CPME in teacher preparation programs. Scholars in disability studies have also been inspired by critical pedagogy, writing about disability pedagogy. Notably, people with disabilities have historically been omitted from models of critical pedagogy. This article discusses the intersections of critical pedagogy, music education, and disability, and makes recommendations to …
“O Captain, My Captain”: A Pedagogy Of Transformation In The Teaching Of Frank Abrahams,
2022
The College of New Jersey
“O Captain, My Captain”: A Pedagogy Of Transformation In The Teaching Of Frank Abrahams, Nicholas Ryan Mcbride
Visions of Research in Music Education
Countless scholars have utilized Critical Pedagogy as a philosophical frame to reorient teaching and learning as, among other things, a conversation between teacher and student. As an educator and theorist, Frank Abrahams has championed a Critical Pedagogy for Music Education that aims for the “acquisition of a critical consciousness, the ability to create meaningful teaching and learning experiences, and the attainment of agency” (Abrahams, 2017, p. 25). For nearly 25 years, I have been in conversation with Frank. He has been my teacher, my colleague, and a dear friend. In these roles, he has lived the pedagogy he teaches, embracing …
Critical Pedagogy As A Pedagogy Of “Love”,
2022
Montclair State University
Critical Pedagogy As A Pedagogy Of “Love”, Marissa Silverman
Visions of Research in Music Education
Thanks in part to the research and scholarship of Frank Abrahams (e.g., 2005, 2006, 2007, 2019), his welcoming of scholars into the field, as well as his dedication to the development and growth of the music education profession, music teaching and learning maintains particular positions connected to critical pedagogy and the work of Paulo Freire. The purpose of this paper is to extend Abrahams’ work by examining critical pedagogy as a pedagogy of “love” (e.g., Darder, 2000, 2011, 2017, hooks, 2004, Martin, 2004). Additionally, this paper examines personal and political natures of critical pedagogy as love for music teaching and …
Mentorship In Music Education: Youth Chorale As An Incubator For Young Conductors,
2022
San Francisco Ballet, Berkeley Community Chorus and Orchestra
Mentorship In Music Education: Youth Chorale As An Incubator For Young Conductors, Ming Luke
Visions of Research in Music Education
Straddling the role of conductor-teacher can be a daunting task for young artists. Providing space to hone both musical and pedagogical skills can lead to transformative moments for young conductor- teachers. As someone who experienced this complementary space first-hand, I can attest to the sustainable effects on one’s teaching and artistry. Moreover, coupled with the potential for merging the development of musical and pedagogical skills is the need for mentorship and modeling. In this article, I outline the ways in which a community youth chorale, the Westminster Conservatory Chorale, served as an incubator for young artists to practice balancing conducting …
Learning To Drive,
2022
University of Arkansas, Fayetteville
Learning To Drive, Daniel Abrahams
Visions of Research in Music Education
Parents serve in many roles, one of which is a mentor. At an early age, I accompanied my father to school and helped sort paperwork, observed choir rehearsals, attended concerts, and watched him mentor undergraduate and graduate students. Unbeknownst to me, I entered into an apprenticeship in the music education community. The present text reflects on how Frank Abrahams transformed my identity as a music educator through mentorship and our collaborative nature outside our father-son relationship. His actions personify not only those of a dad but those of a critical pedagogue. Furthermore, his actions created transformative spaces for me to …
Honor Their World: Advocacy In The Work Of Frank Abrahams,
2022
Léman Manhattan Preparatory School
Honor Their World: Advocacy In The Work Of Frank Abrahams, Ryan John
Visions of Research in Music Education
Frank Abrahams’s career in music education has been marked by a theme of advocacy for others. This article examines three areas of advocacy apparent in his work and publications: advocacy for students, advocacy for teachers, and advocacy for people historically marginalized in American society. Through books, articles, research, book chapters, music series, and his actions, Frank Abrahams has advocated for stakeholders in education and in society through music education for decades in his roles as a teacher, administrator, and author.
Quite Frankly: Learning From The Pedagogical Art Of Joyful Disgruntlement,
2022
Boston University
Quite Frankly: Learning From The Pedagogical Art Of Joyful Disgruntlement, Gareth Dylan Smith
Visions of Research in Music Education
In this article, I describe professional encounters with Frank Abrahams, personally and through Abrahams’ writing. The paper includes reflection on Abrahams’ tireless work in testing and pressing the boundaries of normative, small-c conservative music teaching and learning traditions, in Abrahams’ beloved Westminster Choir College and beyond. I recall watching Abrahams teach, both in formal classroom contexts and in other areas of working with students and peers, such as co-authored publications and conference presentations. I recount my role as an unwitting mentee in Abrahams’ careful modeling of critical pedagogical approaches within and without the classroom. Drawing on personal anecdotes and several …
Editorial Volume 40: Frankly Speaking,
2022
Univerity of Connecticut
Editorial Volume 40: Frankly Speaking, Cara Faith Bernard
Visions of Research in Music Education
No abstract provided.
On Becoming Pedagogical: Encounters, Challenges And Freirean Criticalities In The Key Of F,
2022
Teachers College, Columbia University
On Becoming Pedagogical: Encounters, Challenges And Freirean Criticalities In The Key Of F, Patrick Schmidt
Visions of Research in Music Education
What does it mean to be a pedagogue? To become part and contributor to pedagogical processes? In this article I look back at the work Frank Abrahams developed around the legacy of Brazilian educator Paulo Freire and its efforts fomenting conditions for critical pedagogies to flourish. Following Freire’s interest in connecting reality and theory, I construct a narrative from the word (Freire’s, Abrahams’ and mine) onto the world, highlighting in particular, the impact conceptual framing can have on programmatic development. As I see it, and experienced first-hand, the focus and nature of Abrahams’ work has always been pedagogical, highly conscious …
2022-2023 Master Class - Webb Wiggins (Harpsichord),
2022
Lynn University
2022-2023 Master Class - Webb Wiggins (Harpsichord), Webb Wiggins, Dina Bikzhanova, Jonathan Dills, Sergei Skobin, Sungkyun Lee, Rosa Ortega, Frederic Renaud, Silvia Valdivia Villasante, Marina Machado
Master Classes
No abstract provided.
Haydn’S Schemata And Hexachords: Two Analytical Case Studies,
2022
Florida State University
Haydn’S Schemata And Hexachords: Two Analytical Case Studies, Gilad Rabinovitch
HAYDN: Online Journal of the Haydn Society of North America
Two analytical case studies, from Haydn’s minuet al roverso (from the Symphony Hob. I: 47) and the opening movement of the String Quartet Op. 50, no. 6, show the interaction of galant schemata (Gjerdingen 2007) and the hexachordal solmization of the solfeggio tradition (Baragwanath 2020). Haydn plays upon conventional galant schemata—presumably elements of style shared by listeners who are closely familiar with the idiom (even if they do not have explicit schema labels); he also plays upon a more esoteric element of his own training and that of many other musicians in the period: hexachordal solmization. By considering both schemata …
Inner Song Phenomenological Description Of A Musical Object Of Phantasy,
2022
Duquesne University
Inner Song Phenomenological Description Of A Musical Object Of Phantasy, Ellen Moysan
Electronic Theses and Dissertations
This dissertation is the phenomenological description of a musical object of phantasy I call “inner song,” i.e., the music that the musician “sings in his or her head” while practicing his or her instrument. It describes the specific inner song of a single musician playing a melodic instrument, and rehearsing in a solipsistic situation. The description is based on three resources: my personal experience as a cellist; the third person experiences of other musicians I have interviewed on that topic since 2010; and the Husserlian corpus. Each chapter starts with excerpts of interviews focusing on specific aspects the inner song. …
Editorial, Volume 39: New Beginnings For Visions,
2022
University of Connecticut
Editorial, Volume 39: New Beginnings For Visions, Joseph Michael Abramo
Visions of Research in Music Education
Editorial, Volume 39
Dispositional And Trait Perceptions And Beliefs: A Snapshot Of Three Stakeholders,
2022
Iowa State University
Dispositional And Trait Perceptions And Beliefs: A Snapshot Of Three Stakeholders, Natalie Steel Royston, Jill Wilson
Visions of Research in Music Education
The assessment of student dispositions is an important part of teacher preparation programs in the United States. To explore the beliefs and perceptions of in-service educators and teacher education students, we used a researcher-designed survey to examine responses of three groups: a) in-service music educators, b) collegiate music education majors, and c) collegiate education majors (not music) in a Midwestern state in the United States. The survey included questions that asked participants to describe dispositions, rank and rate the importance of the dispositional traits, and to rank their opinion on the importance of dispositions in comparison to content knowledge and …
Comparative Analysis Of The Associate Board Of The Royal Schools Of Music Of The United Kingdom And The African Music Curriculum Of Kenya,
2022
The University of the West Indies
Comparative Analysis Of The Associate Board Of The Royal Schools Of Music Of The United Kingdom And The African Music Curriculum Of Kenya, David O. Akombo, Barbra A. Akombo
Visions of Research in Music Education
The music curricula and the pedagogical methods used in the United Kingdom and in Kenya share trends that are both common and diverse. In this article we present our comparisons of the Associate Board of the Royal Schools of Music (ABRSM) and the Kenyan music curriculum. We approach this comparative study using Ralph Tyler’s definition of curriculum as a theoretical framework. The paper evaluates how the two curricular are shaped by Tyler’s sociocentric model by addressing the following four question:(1) What are the roles of a music education curriculum in the United Kingdom and in Kenya?; (2) What factors influence …
Finnish Classroom Teacher Students' Experiences Of An Online Music Course During The Covid Pandemic,
2022
University of Jyväskylä, Finland
Finnish Classroom Teacher Students' Experiences Of An Online Music Course During The Covid Pandemic, Katri-Helena Rautiainen, Mikko Vesisenaho
Visions of Research in Music Education
When studying music, skills are often practised with a teacher, face-to-face, in a classroom. What are the experiences of classroom teacher trainees when music teaching becomes asynchronous, i.e., an individually completed online course? This question, among other things, was explored at a Finnish University's Teacher Education Department in autumn 2020, resulting in the production of a two-credit online music course on the Moodle learning environment. It was implemented for the first time during the summer term in 2021. The students’ experiences with the functionality of the e-learning module were analysed through data-driven content analysis. The study represents an intensive case …
