2021
DOI: 10.1080/07494467.2021.2001945
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Are Classical Musicians Excluded from Improvisation? Cultural Hegemony and the Effects of Ideology on Musicians’ Attitudes Towards Improvisation

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Cited by 2 publications
(3 citation statements)
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“…As an object, the non-white body is lost to the non-white person, existing now as an observer to the objectified body that is not extended by the contours of the white space but diminished by the bodily extensions of others. This is the space of institutionalized whiteness, a system established by and for white people (Ahmed 2006(Ahmed , 2007Ewell 2020;Kajikawa 2019Kajikawa , 2021Ayerst 2021). In the context of classical music this means a canon of works composed by white people and selected for preservation and reverence by educational institutions and societies founded to propagate that canon and the ideals it represents (Kajikawa 2019;Hess 2021;Ramstedt 2022;Goehr 1994;Griffiths 2020); domination of these educational spaces by white students and teachers (Ewell 2020;Ramstedt 2022;Griffiths 2020); textbooks and exemplary works written by and about white people (Ewell 2020;Kajikawa 2019); curriculum and learning outcomes shaped by the ideals of white people (Ayerst 2021;Hess 2021); concert audiences, critics, and orchestras (including their conductors) comprised of majority white people (Devinish et al 2020;Flagg 2020;Ramstedt 2022); and idealized performers and composers exemplified by white people (Ewell 2020;Ramstedt 2022).…”
Section: Institutional Spacementioning
confidence: 99%
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“…As an object, the non-white body is lost to the non-white person, existing now as an observer to the objectified body that is not extended by the contours of the white space but diminished by the bodily extensions of others. This is the space of institutionalized whiteness, a system established by and for white people (Ahmed 2006(Ahmed , 2007Ewell 2020;Kajikawa 2019Kajikawa , 2021Ayerst 2021). In the context of classical music this means a canon of works composed by white people and selected for preservation and reverence by educational institutions and societies founded to propagate that canon and the ideals it represents (Kajikawa 2019;Hess 2021;Ramstedt 2022;Goehr 1994;Griffiths 2020); domination of these educational spaces by white students and teachers (Ewell 2020;Ramstedt 2022;Griffiths 2020); textbooks and exemplary works written by and about white people (Ewell 2020;Kajikawa 2019); curriculum and learning outcomes shaped by the ideals of white people (Ayerst 2021;Hess 2021); concert audiences, critics, and orchestras (including their conductors) comprised of majority white people (Devinish et al 2020;Flagg 2020;Ramstedt 2022); and idealized performers and composers exemplified by white people (Ewell 2020;Ramstedt 2022).…”
Section: Institutional Spacementioning
confidence: 99%
“…Bodies allowed into the space either already inhabit the image and orientation of the space or are subject to institutional shaping. Ahmed describes this shaping as an unease felt by a body that is incongruent with the shape of the space resulting in that body changing to adhere to the space's contours but it is also framed through a Marxist lens by Ayerst as ideological domination in the form of organization and regulation of behaviour, beliefs, attitudes, and values of individuals, namely, hegemonic enforcement (Ayerst 2021;Althusser 1970). Either way, the result is a body that is more in line with the orientation and shape of the ideological space and the preservation of the structure of the institution.…”
Section: Preservation: Recruitment and Hegemonic Enforcementmentioning
confidence: 99%
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