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Kardos, Leah – Action, Criticism, and Theory for Music Education, 2018
Having been asked to respond to Action Ideal VIII by the Mayday Group, concerning technology and its impacts on music education, what follows are some observations and reflections from my experiences teaching undergraduate music and music technology degrees in the UK. I put forward the idea that Post-Digital music aesthetics reflect an emergent…
Descriptors: Higher Education, Music Education, Active Learning, Inquiry
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Regelski, Thomas A. – Action, Criticism, and Theory for Music Education, 2017
The overlapping of pragmatic philosophy and the Aristotelian concept of praxis is explored with application to music and music education. John Dewey's philosophy of "Art as Experience" is contrasted with tacit aesthetic assumptions about music that music teachers often hold as a result of the aesthetic meme inherited from their…
Descriptors: Music, Music Education, Aesthetics, Music Teachers
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Regelski, Thomas A. – Action, Criticism, and Theory for Music Education, 2016
Music is a human action (praxis), guided by intentionality, that embodies sociality. The many significant "social" values of music, however, get lost in high-minded but faulty claims that music's essential value is to promote aesthetic experience. A survey of some basic aesthetic premises demonstrates that claims for "proper"…
Descriptors: Music, Music Education, Music Teachers, Ideology
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Hess, Juliet – Action, Criticism, and Theory for Music Education, 2016
Music is inherently connected to sociopolitical contexts and relations. Music and politics are intertwined both historically and presently, and there is much literature exploring the relationships between music and various political movements. In considering the importance of an approach to understand these connections and relationships, I suggest…
Descriptors: Music, Music Education, Music Teachers, Aesthetics
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Goble, J. Scott – Action, Criticism, and Theory for Music Education, 2015
Philosophers of music education presently find themselves suspended between modernism's universalist convictions and post-modernism's cultural relativist insights. In "Music Matters: A New Philosophy of Music Education" (1995), David Elliott challenged longstanding conceptions of "music education as aesthetic education" to…
Descriptors: Music, Democracy, Educational Philosophy, Music Education
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Dyndahl, Petter; Karlsen, Sidsel; Skårberg, Odd; Nielsen, Siw Graabraek – Action, Criticism, and Theory for Music Education, 2014
In this article, we aim to develop a theoretical model to understand what we refer to as "musical gentrification" and to explore how this model might be applied to and inform music education research. We start from a Bourdieusian point of view, elaborating on the connections between social class and cultural capital, and then move on to…
Descriptors: Models, Music, Social Class, Social Capital
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Bates, Vincent C. – Action, Criticism, and Theory for Music Education, 2013
The author of this article proposes an agrarian vision of music education that underscores fundamental, "down-to-earth" principles for human actions and interactions. An agrarian world-view encourages mass participation ("y'all come")--"musicing" is free and available to all and it is not treated as a…
Descriptors: Music Education, Educational Principles, Educational Practices, Ecology
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Maus, Fred Everett – Action, Criticism, and Theory for Music Education, 2010
Philosopher Richard Shusterman's book "Body Consciousness" is the most recent and most extensive addition to Shusterman's project of "somaesthetics," an area of philosophy dealing with experiences of embodiment. Shusterman distinguishes three aspects of somaesthetics. Analytic somaesthetics is a "descriptive and theoretical enterprise"; pragmatic…
Descriptors: Human Body, Aesthetics, Music, Philosophy
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Holgersen, Sven-Erik – Action, Criticism, and Theory for Music Education, 2010
The role of the body in music experience is extremely complex and multifaceted, and this is exactly what makes it interesting to discuss the implications such notions as "body consciousness" and "somaesthetics" may have for music experience. Richard Shusterman generally argues that human beings can achieve enhanced life quality through increased…
Descriptors: Human Body, Role, Music, Aesthetics
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Lamb, Roberta – Action, Criticism, and Theory for Music Education, 2010
The author of this article comments on the book, "Body Consciousness," by Richard Shusterman. She states that this book speaks to her as a musician-teacher, music scholar crossing multiple disciplines (education, musicology, ethnomusicology, women's studies, gender studies), lesbian-feminist, social activist, Buddhist. While she is not a…
Descriptors: Feminism, Music Education, Musicians, Music Teachers
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Maattanen, Pentti – Action, Criticism, and Theory for Music Education, 2010
Richard Shusterman's "Body Consciousness" aims at formulating a theory of somaesthetics and somatic experience. There has indeed been a growing interest in the role of the body in experience. Shusterman examines the arguments of six important writers who have been influential in this discussion. The emphasis on the body is natural for a…
Descriptors: Human Body, Role, Experience, Music
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Jordan, J. Scott – Action, Criticism, and Theory for Music Education, 2010
The author begins his essay by stating that Richard Shusterman advises us that the 20th century scholarly community has not just ignored the value that can come to one's life as a function of paying close attention to the body and its immediate sensual qualities, it has trained us to eschew its character-enhancing sensual natures in favor of more…
Descriptors: Human Body, Sensory Experience, Cognitive Processes, Selection
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Powell, Kimberly – Action, Criticism, and Theory for Music Education, 2010
In this essay, the author first addresses the theme of disciplined somatic training and its relationship to self-awareness and transformation. Her attention is focused specifically on the chapter on Ludwig Wittgenstein, in which Richard Shusterman presents and then elaborates upon the philosopher's connections between conscious bodily feelings and…
Descriptors: Human Body, Aesthetics, Ethics, Politics
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Shusterman, Richard – Action, Criticism, and Theory for Music Education, 2010
The author of this article responds to the seven papers in this journal that commented on his book titled "Body Consciousness: A Philosophy of Mindfulness and Somaesthetics." Shusterman responds to comments and criticisms made on the subjects of (1) embodiment and gender; (2) Asian cultural dimensions; (3) the somaesthetics of music; (4)…
Descriptors: Human Body, Cognitive Processes, Holistic Approach, Music
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Regelski, Thomas A. – Action, Criticism, and Theory for Music Education, 2007
With its focus on reason and science, the 18th century began a history of increased specialization. As a result, professional degrees and certificates eventually came to define and control practices that had once been the domains of amateurs. By the end of the 19th century, many practices of lay enthusiasts had been pushed aside; where they were…
Descriptors: Music Education, Classical Music, Audiences, Musicians
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