Review Articles - Ethnomusicology and music education: Deveoloping the dialogue

Harrop-Allin, Susan

doi:10.4314/samus.v25i1.6406

Cited by 6 publications

(10 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The study focused on the context of the Greek playground, aiming to shed light on the underresearched area of children's musical games as meaningful practices. The data analyses indicate that musical games are part of children's musical cultures in the researched Greek primary-school playgrounds, as illustrated by research in Europe and Africa, as well as in the United States and Australia (Campbell, 1998;Harrop-Allin, 2010;Harwood, 1998b;K. Marsh, 2008).…”

Section: Discussionmentioning

confidence: 89%

See 1 more Smart Citation

Exploring the culture of Greek children’s musical games in the school playground: An ethnographic study

Saltari

Welch

2022

Research Studies in Music Education

View full text Add to dashboard Cite

This article reports findings from an ethnographic study investigating the culture of children’s musical games played in school playgrounds. The research took place in nine primary schools in Greece and lasted for 6 months. Data collection methods included open observation of children aged 6 to 11 years, focused small-group observation, semi-structured interviews of 53 children (aged 8–11 years), and video recordings of the children’s musical games. Analyses of the research data, in light of the relevant literature, revealed the physical and human geographies of musical games, gender preferences, transmission sources and processes, learning and teaching practices, improvisations and variations, and communication among participants. The article concludes with implications for music education research and practice.

show abstract

Section: Discussionmentioning

confidence: 89%

“…Lyrics may be presented as an unpitched chant or be sung to a defined melody. In recent research (Bishop & Burn, 2013;Harrop-Allin, 2010;K. Marsh, 2008), integral elements of musical games have been studied not in isolation but in relation to performance context and participants.…”

Section: Introductionmentioning

confidence: 99%

Exploring the culture of Greek children’s musical games in the school playground: An ethnographic study

Saltari

Welch

2022

Research Studies in Music Education

View full text Add to dashboard Cite

show abstract

“…Such ethnomusicological research is informative for a music education that positions learners at the centre of education; it takes social and cultural contexts into account, and responds to them pedagogically. In this way I continue the argument for a closer alignment between a critical ethnomusicology and music education (lucia 1988;Harrop-Allin 2005;Marsh 2009;peterson 2009). Studying, acknowledging and building on what children already do musically can be the starting point for a viable and meaningful pedagogy in music and arts education in South Africa, one that mitigates the ideological and ethical problems of choosing what, why -and whose -music to teach.…”

Section: Multimodality and Musicality: Implications For Music Educationmentioning

confidence: 91%

Bana etlong retlobapala : examining children's musical games on a Soweto playground

Harrop-Allin¹

2014

Journal of the Musical Arts in Africa

View full text Add to dashboard Cite

This article reports on research that investigated the rich tradition of South African urban township children's games. Based on ethnographic observations and documentation of Soweto children's playground games over a period of six months, this study examines musical games children at one primary school played on one day, highlighting the particularities of their musicking in an urban cultural context. The article demonstrates the way in which games interact with township musics, dance and communicative practices, and highlights features that Soweto musical games share with musical games globally, particularly children's mobilisation of a range of multimodal resources for the purposes of musical play. The innovative, generative nature of township children's musical games is emphasised, particularly in relation to multimodality, in order to recommend that music education take cognisance of children's musicking outside the classroom. I argue that children's active engagement with music deserves attention by music educators and researchers, and that musical games be recruited as resources for pedagogy to develop the design capacities and skills that children's musical play embodies. 1

show abstract

“…Each of the people groups who speak these languages have a variety of musical practices that are to a greater or lesser extent unique to the language. Levine (2005), for example, describes the musical practices of the 11 major language groups that were indigenous prior to the arrival of Europeans; albeit with a reified, historical and rural perspective (Harrop-Allin 2005). This plethora of musical practices has coexisted over several centuries and musicians have to a greater or lesser extent appropriated, adapted and exchanged one another's musical ideas, resulting in a variety of modernday stylistic expressions such as isicatamiya, ghoema and boeremusiek (Coplan 2008;Martin 2013) alongside musical expressions that are considered traditional by the people who practice them, and those imported from outside of South Africa.…”

Section: The South African Contextmentioning

confidence: 99%

Structure and Fragmentation: The Current Tensions and Possible Transformation of Intercultural Music Teacher Education in South Africa

Odendaal

2019

Visions for Intercultural Music Teacher Education

View full text Add to dashboard Cite

The issues of multiculturalism and interculturalism are part of the daily discourse and painful history of South Africa. As such, South African music teacher educators have a unique contribution to make to the international discourse on diversity in music education. This chapter draws on Activity Theory to conceptually position the practices of music teacher education in South Africa, and to place the practices in a wider socio-political environment. Interviews were conducted with four music teacher educators in this interpretative descriptive study, in order to understand their conceptions of multicultural and intercultural music teacher education. Three common practices that are critically framed by the teachers are identified: immersion, interaction and documentation. These practices are then considered in the broader contexts of the structure of the university and the fragmentation of society. The chapter argues on the basis of this analysis that the historically accumulating structural tensions inherent in music teacher education in South Africa should lead to transformation of the activity, but only if music teachers themselves become cognisant of the contradictions inherent in the current practices and collaboratively and creatively expand beyond them.

show abstract

Review Articles - Ethnomusicology and music education: Deveoloping the dialogue

Cited by 6 publications

References 0 publications

Exploring the culture of Greek children’s musical games in the school playground: An ethnographic study

Exploring the culture of Greek children’s musical games in the school playground: An ethnographic study

Bana etlong retlobapala : examining children's musical games on a Soweto playground

Structure and Fragmentation: The Current Tensions and Possible Transformation of Intercultural Music Teacher Education in South Africa

Contact Info

Product

Resources

About