Learning, Teaching, and Musical Identity: Voices Across CulturesMusical identity raises complex, multifarious, and fascinating questions. Discussions in this new study consider how individuals construct their musical identities in relation to their experiences of formal and informal music teaching and learning. Each chapter features a different case study situated in a specific national or local socio-musical context, spanning 20 regions across the world. Subjects range from Ghanaian or Balinese villagers, festival-goers in Lapland, and children in a South African township to North American and British students, adults and children in a Cretan brass band, and Gujerati barbers in the Indian diaspora. |
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Contents
The Globalization and Localization of Learning Teaching and Musical Identity | 1 |
Learning Teaching and Musical Identity in a Remote Australian Aboriginal Homelands School | 20 |
2 Popular Music Listening as NonResistance | 33 |
3 From Homeland to Hong Kong | 47 |
4 Village Province and Nation | 60 |
5 Music for a Postcolonial Child | 73 |
6 Continuity and Change | 91 |
7 Music Is in Our Blood | 109 |
12 Music Festivals in the Lapland Region | 184 |
13 Shaping a Music Teacher Identity in Sweden | 197 |
14 Icelandic Men and Their Identity in Songs and in Singing | 210 |
15 Discovering and Affirming Musical Identity through Extracurricular MusicMaking in English Secondary Schools | 227 |
Identity and theCarrying Stream | 239 |
17 Performance Transmission and Identity among Irelands New Generation of Traditional Musicians | 252 |
Identity Expression and Decision Making in a US School Ensemble | 267 |
19 Diversity Identity and Learning Styles among Students in a Brazilian University | 281 |
8 Greek Popular Music and the Construction of Musical Identities by GreekCypriot School Children | 128 |
9 MusicLearning and the Formation of Local Identity through the Philharmonic Society Wind Bands of Corfu | 142 |
Exploring South African Township Childrens Musical Games as Resources for Pedagogy | 156 |
11 Personal Local and National Identities in Ghanaian Performance Ensembles | 170 |
Other editions - View all
Learning, Teaching, and Musical Identity: Voices Across Cultures Lucy Green No preview available - 2011 |
Common terms and phrases
Aboriginal ABRSM adults Africa Arts Bali Balinese Barbie Girl British céilidh chapter children’s musical Ciara clapping game clàrsach classroom concerts contemporary context Corfu cultural curriculum dankai family dankai junior ensemble ethnic Ethnomusicology extracurricular festivals fiddle Filipinos formal gamelan gender Ghana girls global Greek guitar Gujarati guru guru’s Hong Kong Icelandic individual informal learning instruments interviews involved Karnatic Khalifa laïka lessons listening lives Lucy Malaysia male voice choir modern musi music and dance music education Music School music teachers music-learning music-making musical activities musical enculturation musical identity musical styles Muslim niamh Nord-Norge ofthe Oxford participants pedagogy performance Philippines piano play playground popular music practices rehearsals repertoire role sanggar Scottish seka shishya SIMPhonic Island singers singing skills social songs Stupid Bastards teaching and learning tion township traditional music tunes University Press Western classical music wind bands young
Bibliographic information
| Title | Learning, Teaching, and Musical Identity: Voices Across Cultures Counterpoints (Bloomington, Ind.) Counterpoints. Music and education |
| Editor | Lucy Green |
| Edition | illustrated |
| Publisher | Indiana University Press, 2011 |
| ISBN | 0253222931, 9780253222930 |
| Length | 319 pages |
| Subjects | › › Music / Genres & Styles / International Music / Instruction & Study / Appreciation Music / Instruction & Study / General |
| Export Citation | BiBTeX EndNote RefMan |