A community of practice in music teacher training: The case of Musicalização Infantil

Ilari, Beatriz

doi:10.1177/1321103x10370096

Cited by 14 publications

(10 citation statements)

References 30 publications

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“…Researchers in education and music education have explored the formation of CoPs (Bullough, Draper, Smith, & Birrell, 2004; Ilari, 2010), and the benefits of participating in them, such as reflective practice and interaction with others (Bitzer, 2010; Hou, 2015; Islam, 2012, Sim, 2006; Vescio, Ross, & Adams, 2008; Q. Wang & Lu, 2012; Woodgate-Jones, 2012).…”

Section: Benefits and Challenges Faced By Members Of Communities Of Pmentioning

confidence: 99%

Communities of Practice and Legitimate Peripheral Participation: A Literature Review

Zaffini

2017

Update: Applications of Research in Music Education

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This article is a review of theoretical and empirical literature on Wenger’s community of practice (CoP) theory and Lave and Wenger’s legitimate peripheral participation. It is organized into four broad parts: (a) Characteristics of CoPs in Music Communities, Education, and Teacher Education; (b) Benefits and Challenges Faced by Members of CoPs; (c) Situated Learning: Legitimate Peripheral Participation; and (d) Implications for Music Education. The theories posit that individuals within a CoP learn through social interaction, inform one’s identity development, and that participation and practice within a community change over time. Implications include (a) novice music educators may want to have access to multiple music mentors, (b) veteran music educators may want to be open to novice educators’ ideas and actively recruit new teachers who bring different experiences and perspectives into the field, and (c) music educators may want to allow all music educators into decision-making processes within their districts.

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Section: Benefits and Challenges Faced By Members Of Communities Of Pmentioning

confidence: 99%

Communities of Practice and Legitimate Peripheral Participation: A Literature Review

Zaffini

2017

Update: Applications of Research in Music Education

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“…Within the domain of music education, for example, CoP theory has been employed in the analysis of children's play and musicking (Barrett 2005) and playground music learning (Harwood 1998); high school music programmes (Countryman 2009); mentoring novice teachers (Blair 2008) and music teacher training (Ilari 2010); and academic collaboration amongst university faculty (Barrett et al 2009). Westerlund (2006) used CoP theory to examine the development of musical expertise within rock bands, while Smilde (2008) employed it to examine the lifelong learning of professional musicians.…”

Section: Why Use Cop Theory?mentioning

confidence: 99%

The Funky Mamas: Learning to create and perform music for young children within a community of practice

Bolden

2012

International Journal of Community Music

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This article reports a case study examining the music learning and making of the Funky Mamas-five professional mother-musicians who create and perform music for young children at festivals, fairs, theatres and community events across Canada. Data were collected through interviews with the band members and field observations of rehearsals and live performances. Analysis involved the coding and sorting of data for correspondence to emergent themes and for themes suggested and informed by the theoretical framework of Etienne Wenger's Communities of Practice (1998). The author draws from the Funky Mamas' relating of experiences and perceptions to illustrate their processes of learning through practice, including: evolving forms of mutual engagement; understanding and tuning their enterprise; and developing repertoire, styles and discourses. Findings from this study inform implications for teaching and learning; the author suggests how music educators might support and enrich learning-through-practice processes amongst their own students.

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“…They function as mentors for the current STTEP pupils, in very much the ways described by Kafai et al (2008) where mentors gain experiences that connect theory and practice, participating not only as more knowledgeable peers but also as facilitators, advisors and observers and reviewing assumptions about their own learning and mentoring. In this way, a genuine 'community of practice' is found (Ilari, 2010).…”

mentioning

confidence: 99%

STTEP by STEPP in the spirit ofUmuntu ungumuntu ngabantu

Niekerk¹,

Typpo²

2012

Brit. J. Music. Ed.

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In a recent article, 'Sttepping in the right direction? Western classical music in an orchestral programme for disadvantaged African youth', 'sttepping' was noted as no spelling error. The same applies here; reference is to STTEP Music School, an outreach project at the University of Pretoria. STTEP teaches the playing of orchestral instruments, plus background areas like music theory, to disadvantaged learners. Ethnographic and case study research of STTEP, its teachers, pupils and administrators, over the period 2005-2009 was conducted within a sociological meta-theoretical framework. From the hybrid data obtained, conclusions have been drawn, including on observed effects of the African philosophy Ubuntu.

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A community of practice in music teacher training: The case of Musicalização Infantil

Cited by 14 publications

References 30 publications

Communities of Practice and Legitimate Peripheral Participation: A Literature Review

Communities of Practice and Legitimate Peripheral Participation: A Literature Review

The Funky Mamas: Learning to create and perform music for young children within a community of practice

STTEP by STEPP in the spirit ofUmuntu ungumuntu ngabantu

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