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ERIC Number: EJ898250
Record Type: Journal
Publication Date: 2010-Sep
Pages: 6
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0027-4321
"Can't We Just Change the Words?": The Role of Authenticity in Culturally Informed Music Education
Koops, Lisa Huisman
Music Educators Journal, v97 n1 p23-28 Sep 2010
Music educators who value the teaching of music in cultural and social contexts face the issue of how best to teach a musical practice outside its home setting. Many curricular materials advocate careful attention to cultural context in order to present accurate musical practices, but teachers do not always have the time and resources, or perhaps even the desire, to follow recommendations for teaching music in context. However, teaching music without attention to its cultural context is a problem in several respects: (1) it risks misrepresenting the musical practice being studied; (2) it fails to take advantage of the potential benefits of culturally infused music teaching; and (3) it promotes a conception of music as isolated sonic events rather than meaningful human practices. Discussion about this struggle to balance accurate performance practice with accessibility has focused on the concept of authenticity. Encounters with the issue of authenticity throughout the field of music education have led scholars and teachers to discuss multiple definitions of authenticity and applications of these definitions within teaching. The definitions of authenticity represented in the music education literature fall into four models: (1) the continuum model; (2) the twofold historical/personal model; (3) the threefold reproduction, reality, and relevance model; and (4) the moving-beyond-authenticity model. In this article, the author discusses the use of authenticity as strategy within each of these models. (Contains 28 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A