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ERIC Number: EJ1114657
Record Type: Journal
Publication Date: 2016-Aug
Pages: 28
Abstractor: As Provided
ISSN: EISSN-1545-4517
The Power of Metaphor in Rural Music Education Research
Spring, Janet
Action, Criticism, and Theory for Music Education, v15 n4 p76-103 Aug 2016
There are few studies that investigate rural music educators' lived experiences in relation to "place," particularly from an Ontario, Canada context. Yet in small rural schools, the music program is often seen as the catalyst for interaction and bonding with community as music educators strive to build and foster student involvement and a sense of pride in relation to "place." In this study, four participants described the contexts of their elementary rural music education experiences using a literary and music metaphor to better express their attachment to place and the relationships they have developed with their students, school, and local community through music. Through their stories of lived experiences inspired by their metaphors, participants discussed the issues related to the multi-facetedness of their teacher roles, the lack of a place-based curricular focus, the need for a rural voice, and the important role that music plays in their rural communities.
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:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A