Meaningful Collaborations: An Introduction to Music of Jamaica

2021 ◽  
pp. 104837132110344
Author(s):  
Karen Howard
Keyword(s):  
Music Teacher ◽  
Music Culture ◽  
Music Educator ◽  
Hybrid Nature ◽  
Steel Pan ◽  
5Th Grade ◽  
Singing Games

The purpose of this column is to explore a meaningful collaboration between a classroom music teacher and an expert from a music culture. Dr. David Aarons from Jamaica worked with a music educator and a class of 5th grade students. They explored dance traditions, steel pan performance, singing games, and stories. They also discussed sociocultural and sociohistorical meanings of the lyrics, instruments, and hybrid nature of many of the current traditions.

scholarly journals Perspectives of a Rural Music Educator: A Narrative Journey Through 'Sense of Place'

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Janet Spring
Keyword(s):  
Conceptual Framework ◽  
Sense Of Place ◽  
Rural Areas ◽  
Lived Experiences ◽  
Rural Youth ◽  
Role Identity ◽  
Music Teacher ◽  
Rural Setting ◽  
Music Educator ◽  
Rural Studies

There is a scarcity of research in contemporary rural studies in Canada, particularly pertaining to education. Discrepancies exist in definitions of rural and rurality. What is the meaning of rural, and how do educators define their teaching praxes? This study explores how one music teacher negotiates her role identity in a rural setting through the conceptual framework of sense of place, and how ‘place’ influences her education praxis. Grounded in the narrative methodological perspectives of Connelly and Clandinin (2006), this study investigates the lived experiences of one educator from a place-based lens. Findings indicate that a place-based curriculum may highlight positive aspects of rural areas, address shortcomings, and encourage rural youth to return to their rural roots.  

Hidden in Plain Sight: A Music Therapist and Music Educator in a Public School District

2017 ◽  
Vol 36 (2) ◽  
pp. 182-196 ◽  
Author(s):  
Jacqueline C. Smith
Keyword(s):  
Public School ◽  
School District ◽  
Music Therapy ◽  
Special Needs ◽  
Music Teacher ◽  
Public School District ◽  
Music Educator ◽  
Students With Special Needs ◽  
Music Therapist ◽  
Therapy Services

The purpose of this intrinsic case study was to clarify the roles of a music educator and music therapist in a North American public school district. This case was unique because some of the students with special needs received both music instruction and music therapy services, yet there was little collaboration between the two disciplines. In an effort to learn more about each music discipline and to add to the knowledge base of the connections between music education and music therapy I posed four research questions: (1) What were the goals of the music teacher and music therapist for the students in their classrooms? (2) What were the perceptions of the music teacher regarding music therapy services in an educational setting? (3) What were the perceptions of the music therapist regarding student experiences in the music classroom? (4) In what ways did the music therapist and music educator collaborate, or not, to improve outcomes for students with special needs? I found the goals of the educator and therapist in music were unique yet complementary, and clarification of these goals is needed to assist educators who work with students with special needs.

It Takes a Village to Raise an Early Childhood Music Teacher

2018 ◽  
Vol 32 (2) ◽  
pp. 34-35
Author(s):  
Lisa Huisman Koops
Keyword(s):  
Early Childhood ◽  
Music Educators ◽  
Support Staff ◽  
Music Teacher ◽  
Classroom Teachers ◽  
Music Educator ◽  
Early Childhood Music ◽  
Parents And Caregivers

In this column, I consider the important supporting players for an early childhood music educator: classroom teachers, administrators, support staff, parents and caregivers, and children. I argue that it is vital for early childhood music educators to view these individuals as part of their “village” and reach out to make connections with other early childhood music educators as well.

Jazz Bubble

2018 ◽  
Author(s):  
Dale Chapman
Keyword(s):  
New York ◽  
Political Economy ◽  
Social Practice ◽  
Global Economy ◽  
First Century ◽  
Music Culture ◽  
Social Trends ◽  
Governmental Organizations ◽  
Early Twenty ◽  
A Site

Hailed by corporate, philanthropic, and governmental organizations as a metaphor for democratic interaction and business dynamics, contemporary jazz culture has a story to tell about the relationship between political economy and social practice in the era of neoliberal capitalism. The Jazz Bubble approaches the emergence of the neoclassical jazz aesthetic since the 1980s as a powerful, if unexpected, point of departure for a wide-ranging investigation of important social trends during this period. The emergence of financialization as a key dimension of the global economy shapes a variety of aspects of contemporary jazz culture, and jazz culture comments upon this dimension in turn. During the stateside return of Dexter Gordon in the mid-1970s, the cultural turmoil of the New York fiscal crisis served as a crucial backdrop to understanding the resonance of Gordon’s appearances in the city. The financial markets directly inform the structural upheaval that major label jazz subsidiaries must navigate in the music industry of the early twenty-first century, and they inform the disruptive impact of urban redevelopment in communities that have relied upon jazz as a site of economic vibrancy. In examining these issues, The Jazz Bubble seeks to intensify conversations surrounding music, culture, and political economy.

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