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ERIC Number: EJ804683
Record Type: Journal
Publication Date: 2007-Oct
Pages: 15
Abstractor: ERIC
Reference Count: 21
ISSN: ISSN-1545-4517
Multiple Vantage Points: Author's Reply
Bernard, Rhoda
Action, Criticism, and Theory for Music Education, v6 n2 p1-15 Oct 2007
The author's article, "Making Music, Making Selves," was written as "an effort to broaden the academic conversation about music educators and identity, to make room for a wider range of perspectives on identity, and to help everyone in the field to think deeply about what it means to be a music educator and what it means to become a music educator" (2005, p. 7). In this reply, the author continues the conversation that has stemmed from "Making Music, Making Selves" by responding to four of the key points that were raised by the authors in this issue: (1) Some of the authors in this issue feel that she has misstated the pitting of the music making and music teaching of music educators against one another in the existing literature; (2) Some of the authors in this issue feel that she has unfairly characterized the values of the field of music teacher education based on her discussion of the literature that presents music teacher education as the socialization of musicians into teachers; (3) Some of the authors in this issue feel that she intended to suggest that the field of music teacher education should take only one perspective on these issues--more specifically, the perspective that she puts forth; and (4) Some of the authors in this issue express doubts about certain aspects of her original study; for example, sample size, sample selection, and data analysis strategies, as well as the relatively limited presentation of the study in the article. (Contains 2 notes.)
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; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A