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Professionalizing Folklore In Latin America: Four Paradigms Of The Musician And The Coloniality Of Music Education, Matias Recharte

Visions of Research in Music Education

In this article, I discuss the professionalization of folklore and its entanglements with coloniality through an analysis of four paradigms of the musicians I encountered in conversations with students, administrators and instructors at the Escuela Nacional de Folklore Jose Maria Arguedas in Lima, Peru. I contrast two pairs of paradigms, the empírico with the académico and the chivero with the professional in order to show how the “professional folklore musician” is constructed through similarities and differences with these paradigms. For my analysis, I use a coloniality theory framework (Casto-Gomez, 2021; Quijan, 1980, 2000, 2007; Segato 2011, 2022) which considers social …

La Profesionalización Del Folklore En América Latina: Cuatro Paradigmas Del Músico Y La Colonialidad De La Educación Musical, Matias Recharte

Visions of Research in Music Education

En este artículo discuto la profesionalización del folklore y su imbricación con la colonialidad a través de un análisis de cuatro paradigmas del músico que emergieron en conversaciones con estudiantes, administradores e instructores de la Escuela Nacional Superior de Folklore José María Arguedas en Lima, Perú. Contrasto dos pares de paradigmas, el empírico con el académico y el “chivero” con el profesional para mostrar como el “músico profesional de folklore” es construido a través de similitudes y diferencias con estos paradigmas. Para el análisis utilizo un marco teórico decolonial (Casto-Gómez, 2021; Quijano, 1980, 2000, 2007; Segato 2011, 2015) que toma …

“If It Can Tell A Story”: The Past, Present, And Future Of Musical Crossroads, Christian M. Folk, Dwandalyn Reece

Visions of Research in Music Education

The National Museum of African American History and Culture (NMAAHC), part of the Smithsonian Institution (SI) complex in Washington, D.C., is the only SI museum with a permanent music exhibition, titled Musical Crossroads. I traced the development of Musical Crossroads from the perspectives of three key figures in the exhibit’s history using narrative inquiry: Dr. Dwandalyn Reece, former curator of music and performing arts; Dr. Kevin Strait, a former curatorial assistant for the exhibition; and Ms. Hannah Grantham, a current curatorial and research assistant for NMAAHC. These narratives are bound by temporality, sociality, and place, highlighting the crux of …

A Unified Approach: Culturally Responsive Teaching And Afrocentricity In Music Education, James H. Lyle Jr.

Visions of Research in Music Education

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In contemporary society, students from ethnically diverse backgrounds are frequently confronted with racial barriers and disenfranchisement even in music education. To provide these students with the best environment for learning, researchers suggest that it is imperative that educators ensure an all-inclusive and impartial education system for these learners. Students of the African diaspora and students of color frequently experience societal injustices and harm in the U.S. education system, thereby resulting in discrepancies in academic accomplishments. This literature review critically evaluates the methods, approaches, and pedagogical practices of music educators and theorists, aiming to specify how teacher training programs can …

Locating Timbre In Copyright Law’S Modern Musical Work, Lauren Wilson

Connecticut Law Review

Copyright law requires courts deciding music infringement cases to locate two copyrights within a single song: one in the “musical work” and another in the “sound recording.” But songs do not naturally divide into such pieces. Instead, judges untrained in music must parse from a unified song the musical elements belonging to each copyright and to whom those copyrights belong. They have historically approached the task as a simple matter of identifying elements notated on a score as belonging to the musical work and placing “everything else” on the sound recording, but such a formalistic approach does not suit the …

A Content Analysis Of Graduate Degrees In Music Education In Nasm Accredited Institutions, Karen Koner

Visions of Research in Music Education

The purpose of this study was to examine graduate degree programs in music education in NASM accredited institutions with the specific areas of degree and institution information, admissions, and curricula. For this content analysis, I collected data through the websites of NASM accredited institutions that offered graduate degrees in music education, including master’s degrees (N = 203) and doctoral degrees (n = 53). The institution and degree information for these graduate degree programs included types of degrees offered, format of degrees (e.g., summers only, distance learning), location where the programs were located, and Carnegie Classifications (American Council on Education, 2023). …

Sociological Aspects Of Music Education In Higher Education In Brazil, Canada, Israel, Norway, And The United States During The Covid-19 Pandemic, Edward Richard Mcclellan, Stian Vestby, Jennifer Lang, Amira Ehrlich

Visions of Research in Music Education

The purpose of this study was to examine the sociological aspects of music education and perspectives of university music education professors in five continents in relation to remote learning during the COVID-19 pandemic. The concepts of community of practice and agency were used to investigate the social interaction, socialization, and collective impact of people and experiences observed in university-level music education in different parts of the world. As the global pandemic completely changed the conditions on university campuses and music education programs, each participant provided 1) an overview of the parameters of virtual and in-person instruction implemented by select institutions, …

Identity, Memory, And Performance In The Time Of Pandemic: A Duoethnography, Terry Sefton, Danielle Sirek

Visions of Research in Music Education

How can a musician maintain her sense of self in quarantine, a self that is constructed by intertwined strands of creativity, performativity, and relationship? The hiatus brought about during the pandemic has created a lack for musicians and music educators, an absence or loss of professional identity and personal meaning. On March 12, 2020, we found ourselves shut out of the classroom and barred from the performance stage. Over the course of a year, we two musician-educators engaged in duoethnography as a way of documenting our experiences. It became a site where we could provide each other with a “destabalizing …

Music Education And The Shrinking Public Space: Implications Of Richard Sennett's Sociological Ideas For Music Education, Paul Louth

Visions of Research in Music Education

Richard Sennett’s theory that industrial capitalism triggered the gradual elimination of shared cultural symbolism and thus contributed to the impoverishment of civic involvement deserves to be revisited in light of its implications for music education in an age of global information capitalism. In 1974 Sennett produced an extensive examination of the relationship between public culture and public space, arguing that our response to large-scale social and economic forces over which we have limited control is to retreat from public cultural expressions and consequently from public life. Extending Sennett’s sociological argument, I contend that the subjectivizing of musical meaning may lead …

Perspectives On Social Realism Within North American Higher Music Education, Kyle Zavitz

Visions of Research in Music Education

This article critically examines the suitability of Social Realist perspectives within North American higher music education, with a particular focus on its relationship with jazz musical knowledges. Social Realist scholarship continues to emerge within the field of education sociology, driven by claims to contribute to student access and opportunity. In spite of this, scholars have continued to critique Social Realist perspectives for various reasons including maintaining an ideological status quo and devaluing the experiences of students, going as far as argue that Social Realist frameworks may in fact limit the access and opportunity espoused by its proponents. Drawing upon past …

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 …

The Children Of The Thyagaraja Festival: A Study In Bimusicality And Cultural Identity, Judith M. Teicher

Visions of Research in Music Education

No abstract provided.

Ethnography, Phenomenology And Action Research In Music Education, Liora Bresler

Visions of Research in Music Education

No abstract provided.

Musica Exotica, Multiculturalism, And School Music, Patricia Shehan Campbell

Visions of Research in Music Education

No abstract provided.

Handbook Of Research On Music Teaching And Learning, Dorothy Mcdonald

Visions of Research in Music Education

No abstract provided.

Music Audiation: A Comparison Of The Music Abilities Of Kindergarten Children Of Various Ethnic Backgrounds, Peter Gouzouasis

Visions of Research in Music Education

No abstract provided.

Preparing Future Music Teachers For Dealing With Minority Students: A Profession At Risk, Carlesta Henderson

Visions of Research in Music Education

No abstract provided.

Personal Observations On Integration And School Music Programs, Warrick L. Carter

Visions of Research in Music Education

No abstract provided.

Multiculturalism: Can We Really Face A Different Music?, Marcello Sorce Keller

Visions of Research in Music Education

No abstract provided.

Qualitative Paradigms In Music Education Research, Liora Bresler

Visions of Research in Music Education

No abstract provided.

Children's Song Acquisition: An Examination Of Current Research And Theories, J. Dianne Anderson

Visions of Research in Music Education

No abstract provided.

Chinese Music, Musicians, And Musical Training: Perspectives From The Post-Tianamen Period, Patricia Shehan Campbell

Visions of Research in Music Education

No abstract provided.

Undergraduate Music History In Transition: Achieving Cultural Diversity In The Core Music Curriculum, Donald Boomgaarden

Visions of Research in Music Education

No abstract provided.

Music Education As Aesthetic Education: A Critical Inquiry, David J. Elliott

Visions of Research in Music Education

No abstract provided.

Music Education In Malaysia: An Overview, Johami Abdullah

Visions of Research in Music Education

This article acquaints American music educators with the general status of music education in Malaysia,' a fast-developing Southeast Asian country. Most of Malaysian music education remains strongly influenced by the colonial legacy of the British, but many changes are occurring as more and more Malaysian music educators trained in America and elsewhere begin to update the formal music education process.

Folk Musicians In The Position Of Teacher: The Case Of A Santouri Player And Teacher In Greece, Aristidis Apostolis, Antonis Ververis

Visions of Research in Music Education

As a topic, folk music inclusion in the European school system dates to the 19th century. It has continued throughout the 20th century with the inclusion of other “nonclassical” genres such as popular and world music. In Greece, the inclusion of traditional instruments in the curriculum of public Music Secondary Schools occurred in 1988. This happened for the first time officially in a state educational institute. This fact led researchers to investigate how folk musicians of the past learned and transmitted their art. This article explores the teaching methods used by a 70-year-old santouri (Greek hammered dulcimer) player on a …

Culturally Responsive Research Projects In A Title I Elementary Center For Fine Arts, Donald Devito, Tamyra Telles, Brandon Hidalgo Smith

Visions of Research in Music Education

This paper is a research project report for the purpose of developing methods to document cultural responsiveness and student identification of cultural identity in the community, school and in online global cultural exchanges at a 98% minority Title I Elementary Center for Fine Arts. This school was ranked as one of the 300 lowest performing schools in Florida with a county graduation rate for minorities among the lowest in the state. Three phases constituted the Rawlings approach for observing and assessing student cultural responsiveness in arts education: Phase one involved defining cultural responsiveness and culturally relevancy from students in the …

When Repertoire Is Curriculum: What We Do Not Teach In Collegiate Orchestras, Chaowen Ting

Visions of Research in Music Education

While programming and repertoire selection form the majority of a conductor’s artistic duties, collegiate orchestra directors have an additional consideration as to how orchestral experiences shape and inform students’ music education––repertoire choices determine what students will not learn in their college training years. The current study surveyed the 2016–17 collegiate orchestra concert programs of 53 US institutions. The findings suggest that college orchestras were more like to program American composers than professional orchestras. However, women composers and living composers were drastically under-represented. Modeling Rob Deemer’s proposal for well-balanced programming with factors influencing orchestral programs, I propose a practical repertoire recommendation …

Lost In Translation: Bloom's Taxonomy And Webb's Depth Of Knowledge Applied To Music Standards, Eric E. Branscome, Erin Cody Delaney Robinson

Visions of Research in Music Education

One of the common realities of music education is that its teachers work as professional musicians whose administrators usually have little or no training in music education. As such, music educators must commonly defend the academic rigor of music instruction using terminology and concepts that are more commonly used and accepted by those outside the music education career field. The purpose of this study was to analyze the verbs in the National Standards for Music Education and the NCCAS Core Arts Standards, and generate inventories of music verbs ranked in the style of Bloom’s Taxonomy and Webb’s Depth of Knowledge. …

“You Got To Know Us”: A Hopeful Model For Music Education In Urban Schools, Frank Martignetti, Brent C. Talbot, Matthew Claughs, Timothy Hawkins, Nasim Niknafs

Visions of Research in Music Education

Urban schools, and the students and teachers within, are often characterized by a metanarrative of deficit and crisis, causing the complex realities of urban education to remain unclear behind a wall of assumptions and stereotypes. Within music education, urban schools have received limited but increasing attention from researchers. However, voices from practitioners are often missing from this dialogue, and the extant scholarly dialogue has had a very limited effect on music teacher education. In this article, five music educators with a combined thirty years of experience in urban schools examine aspects of their experiences in the light of critical pedagogy …