On being musical: Education towards inclusion

Ruddock, Eve

doi:10.1080/00131857.2016.1198248

Cited by 6 publications

(2 citation statements)

References 17 publications

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“…99 Ruddock provides perhaps the deepest exploration of the conceptual opportunities that await those who wish to reject notions of unmusicality and talent, embracing instead musicality as inherent in all people. 100 In her work, she attends to those who feel themselves to be nonmusical or unmusical, proposing to reject these discourses to focus on musicality as innately human. The continued exploration and promotion of discourses such as these will require broad participation and continued efforts across the profession.…”

Section: Discussion: Unmusicality and The Philosophy Of Music Educationmentioning

confidence: 99%

Dewey’s Musical Allergy and the Philosophy of Music Education

Thibeault

2020

Journal of Research in Music Education

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This historical study explores John Dewey’s ideas regarding music and music education through primary sources (his published writings, correspondence, and transcriptions of class lectures) and secondary sources (biographies and related scholarly literature). Dewey’s belief that he was unmusical is presented, including via a consideration of his novel conception of rhythm absent musical examples. Despite this belief, this study posits a case for a musical Dewey. This is presented through examples in his work that, while scattered, demonstrate several themes: that music is rooted in ritual and social experience, that it is embodied with regard both to creation and perception, and that it has important connections to everyday life. Dewey’s dislike of jazz is interpreted as a resistance to commercialized and commoditized mass culture. The progressive music program at the University of Chicago’s Laboratory School that Dewey established exemplifies his commitment to music education, and new research connects that progressive program to Hull House and Jane Addams through the shared employment of music teacher Eleanor Smith. The discussion considers how Dewey’s musical ideas complement his painterly aesthetics and also calls for a resistance to unmusicality as a conception, instead turning toward music as innate to all humans.

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Section: Discussion: Unmusicality and The Philosophy Of Music Educationmentioning

confidence: 99%

Dewey’s Musical Allergy and the Philosophy of Music Education

Thibeault

2020

Journal of Research in Music Education

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“…Inclusive educational practice must recognise human musicality as essential to welbeing, and promote an enriched and broader curriculum that allows everyone the opportunity to be musical [ 22 ].…”

Section: Introductionmentioning

confidence: 99%

Self-Perception of Inclusion in an Inclusive Choir: An Analysis Using the Scale for the Assessment of Inclusion (SAI)

Juan-Morera,

Nadal-García,

López-Casanova

et al. 2023

Behavioral Sciences

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Inclusion promotes equal opportunities, and aims to eliminate discrimination, by ensuring full access, participation, and representation for all individuals in society, with music playing a crucial role in addressing this global challenge, and fostering positive and inclusive change. The aim of this study is to identify perceptions of inclusive culture, policies, values, and practices in one specific inclusive choir in Spain. The sample consisted of 135 members, ranging from 18 to 79 years of age, of which 22.2% have recognised disabilities. All of them filled in the adapted Scale for the Assessment of Inclusion (SAI) form. The results show that, regardless of gender, age, and length of participation in the choir, their members share positive perceptions of the inclusiveness of its values, policies, practices, and culture. However, perceptions vary across the groups surveyed, and are generally more favourable among participants with a disability, those without a university education, or those aged 26 or over. It is found that people who participate in an inclusive choir, in which music is the mediating resource, perceive a high level of inclusion that allows them to feel they belong to a group where diversity, equality, and the promotion of people are respected. The findings are analysed, considering the importance of conducting multidimensional evaluations that include all members of an organisation.

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