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ERIC Number: EJ1104321
Record Type: Journal
Publication Date: 2016-Jun
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1545-4517
EISSN: N/A
Toward a Sociology of Music Curriculum Integration
Bates, Vincent C.
Action, Criticism, and Theory for Music Education, v15 n3 p8-20 Jun 2016
In this article, an analogy is drawn between processes of land-grabbing or land enclosures and music education professionalization. It is suggested that specializations in musicing and music teaching serve to discourage participation or create musical helplessness on the part of those who don't view themselves as "musically inclined." The author further recommends that music curriculum integration be considered a process of bringing things back together that shouldn't have been divided in the first place, and stresses the importance of everyday musics and musicing in countering musical enclosure and in empowering generalist elementary teachers to include musical experiences in their classrooms and curriculum. [This paper was presented at the 9th International Symposium on the Sociology of Music Education (2015).]
MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A