Unlearning Academic Music Education

Thomas-Durrell, Latasha

doi:10.4324/9781003124207-7

Cited by 3 publications

(2 citation statements)

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“…Teaching and learning methods can cause “musical suffering” when employed indiscriminately (Benedict, 2009, p. 221) or associated with oppressor–oppressed hierarchies (Allsup, 2016; Kanellopoulos, 2016). They may even disseminate discriminatory values relating to class (e.g., Baker, 2014; Bull, 2019), gender and sexuality (e.g., Gould, 2012; Mantie & Talbot, 2020), race and ethnicity (e.g., Gustafson, 2009; Thomas-Durrell, 2022), religion (e.g., Harris, 2006; Jorgensen, 2019), and disability and neurodiversity (e.g., Cheng, 2020; Churchill & Laes, 2021).…”

Section: Conceptualizing Musical Vulnerability2mentioning

confidence: 99%

Characterizing musical vulnerability: Toward a typology of receptivity and susceptibility in the secondary music classroom

MacGregor

2023

Research Studies in Music Education

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Although teachers and researchers frequently acknowledge that music education can benefit pupils’ academic achievement, health and well-being, and social development, classroom music-making can have long-lasting, detrimental impacts. Individuals’ experiences of failure, disappointment, and exclusion in the music classroom highlight an urgent need for music education to be reframed by an understanding of “musical vulnerability”: individuals’ inherent and situational openness to being affected—positively or negatively—by the semantic and somatic properties of music-making. Drawing on existing vulnerability studies, I evaluate how classroom music-making can foster both positive receptivity and negative susceptibility, depending on its delineation of identity and physical embodiment. I then present reductive analyses of phenomenologically-informed interviews in which 12 secondary music teachers described their past experiences of being pupils, and their present experiences of teaching pupils, in music classrooms in the United Kingdom. Using excerpts from their observations of teaching pupils, I describe how interactions between individuals’ interpersonal and personal vulnerabilities—including personality, musical, and neurological differences—affected occasions of musical receptivity and susceptibility. As individuals negotiated conflicting musical expectations, they sometimes fostered fruitful resilience but sometimes encountered profound resignation. I draw on these findings to construct a preliminary typology of musical vulnerability and emphasize the need for future research into proactive differentiation in the music classroom.

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Section: Conceptualizing Musical Vulnerability2mentioning

confidence: 99%

Characterizing musical vulnerability: Toward a typology of receptivity and susceptibility in the secondary music classroom

MacGregor

2023

Research Studies in Music Education

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“…Instruments further assist music’s grounding ability by offering a motive for “presentness” (Robarts, 2006). Although students can be triggered by class content (McCord, 2017) or pedagogical practices (Thomas-Durrell, 2022), music is generally seen as nonthreatening, contributing to perceptions of safety (Rolfsnes & Idsoe, 2011).…”

Section: Five Principles Of Trauma-informed Care In the Music Classroommentioning

confidence: 99%

Behavioral Strategies for Trauma-Informed Elementary General Music Education for Students With Emotional/Behavioral Disorders: A Review of the Literature

Price

2022

Update: Applications of Research in Music Education

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Elementary general music teachers encounter challenging behaviors in the music classroom when teaching students with emotional/behavioral disorders (EBD), which require prevention and response. In this article, I reviewed literature on pedagogical strategies and interventions for students with EBD in the elementary general music classroom. The review is organized as follows: (a) introduction and process, (b) overview of trauma, (c) overview of EBD, (d) principles of trauma-informed care, and (e) summary and recommendations. Through this review, I present current knowledge on best practices for understanding and framing the unique behavioral needs of special learners with EBD through a trauma-informed lens.

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(Re)Imagining Intersectionality

Thomas-Durrell

2023

The Oxford Handbook of Care in Music Education

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This chapter considers intersectionality as a holistic approach to teaching music. Embedding care with a philosophy of intersectionality may lead to student autonomy and self-actualization as each student gets the particular care that they need and students are accepted in their wholeness and uniqueness. That care is developed over time and from a co-created learning space through several components, including (a) embracing dissent, (b) fostering critical thinking and autonomy, (c) each person getting what they need, and (d) acceptance of the whole person.

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Unlearning Academic Music Education

Cited by 3 publications

References 0 publications

Characterizing musical vulnerability: Toward a typology of receptivity and susceptibility in the secondary music classroom

Characterizing musical vulnerability: Toward a typology of receptivity and susceptibility in the secondary music classroom

Behavioral Strategies for Trauma-Informed Elementary General Music Education for Students With Emotional/Behavioral Disorders: A Review of the Literature

(Re)Imagining Intersectionality

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