Practices of Music Education and Learning Across the Lifespan: An Exploration of Values and Purposes

Barrett, Margaret S.; Westerlund, Heidi

doi:10.1057/978-1-137-55585-4_5

Cited by 2 publications

(1 citation statement)

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“…In Africa, music instruction places a strong value on community music instruction (Agawu, 1992, 2003a; Kubik, 1974), where learning (usually guided by community master musicians) is fundamentally acquired through playing indigenous musical instruments, singing songs, and performing dances (Herbst et al, 2005; Kigozi, 2008). Performing arts in an African context complement each other (Agawu, 2003; Barrett & Westerlund, 2017; Herbst et al, 2005; Mabingo, 2018), thus reflecting a direct embodiment of the ubuntu philosophy. The ubuntu is a philosophy which explains how African communities relate with one another in their thinking, doing, and being (Mabingo, 2018; Nzewi, 2003).…”

Section: Introductionmentioning

confidence: 99%

An analysis of four instructional strategies used by secondary school music teachers in Uganda

Sekalegga

2021

International Journal of Music Education

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This paper provides an analysis of how secondary school music teachers (N = 10) in Uganda apply instructional strategies (peer teaching, practical music-making, modeling, and feedback) in their music lessons. Analysis was undertaken to establish if there were any similarities or differences amongst the urban, suburban, and rural music teachers and between experienced and inexperienced teachers in ways they employed instructional strategies. Data were gathered through videotaped classroom observations and analyzed via SCRIBE (Simple Computer Recording Interface for Behavioral Evaluation). Results showed that practical music-making was the most observed strategy while negative feedback (disapprovals) was the least observed strategy. Experienced teachers provided more feedback in form of approval and engaged their students more in practical music-making activities. Results from the study are discussed in terms of implications for improved teacher preparation. The strategies discussed in this study should be encouraged through teacher professional development, and through greater emphasis in teacher preparation courses.

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Section: Introductionmentioning

confidence: 99%

An analysis of four instructional strategies used by secondary school music teachers in Uganda

Sekalegga

2021

International Journal of Music Education

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MUSICOVID-19: When the world paused but singing continued

Sandt

Coppi

2021

International Journal of Community Music

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The COVID-19 pandemic was unexpected and changed most aspects of our lives in a very short period; it led to surprising and unexpected experiences and changes for most people. To cope with these changes and hardship, Italians turned to songs as a medium of emotional and communicative expression. The songs that resounded from the windows, balconies, and homes of families came from the past and the present, connecting generations and serving as a medium to strengthen people’s individual and collective resilience. This study offers a reflection of qualitative research using a phenomenological approach on the impact of the COVID-19 pandemic on the practical musical experience of local communities from a Transformative, Lifelong, and Intergenerational Learning perspective. Purposeful sampling for this study was conducted through invitations to choral- and music associations for families to volunteer to participate in the study. Of the more than 30 families who volunteered, 82 individuals from 15 families in the provinces of Emilia Romagna (n=50) and South Tyrol (n=32), Italy, best met the sampling criteria. The methodology relied on semi-structured interviews as a research tool, accompanied by a thematic analysis of the narratives according to the aforementioned perspectives. The results show that participants used communal singing and music-making as important forms of helping, caring and sharing. This demonstrates the positive role of shared music-making and singing in improving wellbeing and promoting various forms of learning during social isolation COVID-19.

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Practices of Music Education and Learning Across the Lifespan: An Exploration of Values and Purposes

Cited by 2 publications

References 20 publications

An analysis of four instructional strategies used by secondary school music teachers in Uganda

An analysis of four instructional strategies used by secondary school music teachers in Uganda

MUSICOVID-19: When the world paused but singing continued

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