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ERIC Number: EJ861108
Record Type: Journal
Publication Date: 2009-Oct
Pages: 19
Abstractor: ERIC
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1545-4517
Ethnopedagogy: Culturally Contextualised Learning and Teaching as an Agent of Change
Dunbar-Hall, Peter
Action, Criticism, and Theory for Music Education, v8 n2 p60-78 Oct 2009
Lucy Green's latest book, "Music, Informal Learning and the School: A New Classroom Pedagogy" (Green, 2008) posits that the learning taking place among popular musicians, developed out of a need to create and perform pieces of music, and found "everywhere in everyday life" rather than in the formalised settings of the majority of music classrooms, has potential to guide music educators in their work, their philosophical positions, and their pedagogic strategies and outcomes. In this article, the author takes Green's approach and applies it to a parallel context to demonstrate a similar outcome to Green's: that what happens in many music classrooms sets up a barrier between schools and the real world, but that careful analysis of what happens in the world of day-to-day music activity can help reshape learning and teaching strategies, and can assist in rethinking and strengthening reasons for studying (and teaching) music. While Green takes her impetus from popular music practices, the author bases his thinking on his experiences as a student, teacher and performer of Balinese music. The author argues that performance is a way of learning music, thus can be studied as a way to teach music; that successful teaching requires understanding, interpreting and responding to learning. He uses this position to propose recognition of a field of study, ethnopedagogy, in which the learning and teaching of music are perceived as culturally contextualised. To explain this and provide examples through which to problematise music pedagogy and theorise solutions, discussion is divided into two parts. The first reaffirms that in many music education settings, from private studios to community music groups to classrooms in schools and universities, there is agreement that performance of music is both a site for implementation of pedagogy and an outcome of pedagogy. Then it is followed by a case study of performance classes in Balinese gamelan undertaken by university students in music education pre-service degree programs. (Contains 7 figures.
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; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indonesia