Shifting authenticities in Scandinavian music education

Dyndahl, Petter; Nielsen, Siw Graabræk

doi:10.1080/14613808.2013.847075

Cited by 22 publications

(22 citation statements)

References 15 publications

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“…Either through basic solfeggio courses, their instrumental lessons, or participation in music ensembles, the European musical tradition plays an important role in most music teachers’ development (Edgar, 2016; Howard, Swanson, & Shehan-Campbell, 2014). While many pre-service music educators are exposed to popular music education as well as multicultural music education (Abril, 2013; Dyndhall & Nielsen, 2014; Lee-Doyle, 2014), these initiatives usually take a secondary role to the overall Western European ethos of higher learning music institutions (Isbell, 2015). To Nathan and his students’ benefit, his time spent as a popular musician and record store owner led him to develop knowledge about the music industry and various musical genres.…”

Section: Discussion: Remixing Musical Futures and Hip Hop Based Educamentioning

confidence: 99%

Listen to the tastemakers: Building an urban arts high school music curriculum

Gage¹,

Low

Reyes

2019

Research Studies in Music Education

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In partnership with academics from McGill University and community arts partners, a high school in Montreal faced with significant challenges became an “urban arts school,” offering music and visual art programs centered in youth culture, as well as integrating arts into several academic subjects. The initiative was inspired by the school’s popular extra-curricular activities, which included a Hip Hop literacy club that ran beat making and rap writing workshops. Considering the popularity of these activities, the school decided to offer a music education program focused on musical skills through real-life music making activities that resemble those employed by popular musicians. This article chronicles the development of this music education program from the perspective of the music teacher, including the experience of continual adaptation to the needs and interests of students. The program is one of the first to combine Musical Futures, an approach to music education that promotes the combination of non-formal music teaching, informal music learning, and students’ interest in a formal school setting, with Hip Hop Based Music Education, predominantly located in community settings. This case study showed that students benefited from having an open-minded and committed educator with experience in popular musics. The co-teaching by professional Hip Hop artists also supported student progress and engagement by adding authenticity to the music making process. Furthermore, the alignment of the music program with the general school ethos contributed to its success. The paper also highlights the need to balance the development of musical skills with student engagement, and the informal music learning philosophy of Musical Futures with direct instruction associated with formal school settings.

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Section: Discussion: Remixing Musical Futures and Hip Hop Based Educamentioning

confidence: 99%

Listen to the tastemakers: Building an urban arts high school music curriculum

Gage¹,

Low

Reyes

2019

Research Studies in Music Education

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“…This pedagogical idea has had a far-reaching impact upon the music education practices in schools in England (Gower, 2012; Hallam et al, 2008; Hallam, Creech & Mcqueen, 2016; Wright & Kanellopoulos, 2010; Sexton, 2012), and ‘has become a significant theme in English music education’ (Finney & Philpott, 2010, p. 7). Furthermore, this wave of interest in using informal learning-practices as a new music classroom pedagogy has spread to Wales, Europe, North America, Australia and even Asia (see Dyndahl & Nielsen, 2014; Evans, Beauchamp & John, 2015; Feichas, 2010; Ho & Chua, 2013; Jeanneret, 2010; Karlsen, 2010; O'Neill & Bespflug, 2011; Wright, 2011).…”

Section: Informal Music Learning In the Classroommentioning

confidence: 99%

Informal learning: A lived experience in a university musicianship class

Mok¹

2017

Brit. J. Music. Ed.

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This study investigates how a class of university music students who engaged in a ‘lived’ experience of informal learning adopted methods and strategies to complete a self-learning ‘aural copying’ performance assignment in a musicianship class in Hong Kong. Data were collected from observations of the performances and the students’ written reflections. The findings showed that they used the methods of intensive listening, using technology, and collaborative learning, as well as the strategies of putting their knowledge of music theory into practice, substitution of instruments, and learning a new instrument in order to emulate the sounds of various instruments. They found this an interesting task that gave them opportunities to improve their musicianship, and they became more sensitive to different voice parts.

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“…As an aspect of quality education, students' music education is of great significance in improving comprehensive comprehensive quality [8][9][10][11][12]. Under the circumstances of the continuous expansion of the scale of running higher vocational colleges, teachers in higher vocational colleges need to conduct in-depth research and analysis on the actual situation of music teaching at this stage, after fully grasping the problems existing in the current teaching process [13][14][15][16]. Objectively proposed an optimized teaching model suitable for the development of music education in higher vocational colleges [17].…”

Section: Introductionmentioning

confidence: 99%

Research on the Problems and Solutions of Current Music Education in Higher Vocational Colleges

Zhang¹

2019

Proceedings of the 2018 8th International Conference on Education and Management (ICEM 2018)

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Music education occupies an important position in the education system of higher vocational colleges. Many vocational colleges have paid too much attention to the improvement of students' professional skills in music education in order to meet the needs of the market, and neglected the importance of improving students' comprehensive quality. There are many drawbacks to the music education in higher vocational colleges. This paper analyzes the root causes of the problems in the current music education in higher vocational colleges, and discusses the solutions to improve the music education in higher vocational colleges.

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Shifting authenticities in Scandinavian music education

Cited by 22 publications

References 15 publications

Listen to the tastemakers: Building an urban arts high school music curriculum

Listen to the tastemakers: Building an urban arts high school music curriculum

Informal learning: A lived experience in a university musicianship class

Research on the Problems and Solutions of Current Music Education in Higher Vocational Colleges

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