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Showing 1 to 15 of 243 results Save | Export
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Boeskov, Kim – Action, Criticism, and Theory for Music Education, 2018
Critical scholars have noted a tendency in the field of music education toward idealization of the socially transformative power of music and a disregard of the counterproductive or ambiguous outcomes of social music making. In this article, I discuss some of the dominant conceptualizations addressing music as a means of social transformation, and…
Descriptors: Music, Music Education, Social Change, Refugees
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Bradley, Deborah – Action, Criticism, and Theory for Music Education, 2018
This article offers a critique of the concept of artistic citizenship, focusing on citizenship as it relates to the institutions of state and nationhood. I explore the tensions between metaphorical concepts of citizenship employed in the work of various authors (Campbell and Martin 2006; Downey 2014; Elliott, Silverman, and Bowman 2016), and…
Descriptors: Citizenship, Violence, Social Responsibility, Nationalism
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Hess, Juliet – Action, Criticism, and Theory for Music Education, 2018
Given the hierarchies, limitations, and power embedded in institutions such as schools, this paper examines whether an activist music education that occurs inside of school can be truly revolutionary. I draw upon Deleuze and Guattari's (2005/1987) treatise on "Nomadology and the War Machine" as a conceptual framework for this…
Descriptors: Activism, Music, Music Education, Elementary Secondary Education
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Sirek, Danielle; Sefton, Terry – Action, Criticism, and Theory for Music Education, 2018
This research explores the effects of institutional constraints on instructional practices in a preservice generalist teacher music education program in Ontario, Canada. Using Institutional Ethnography and document analysis of active texts, we, an adjunct and tenured professor, use our own experiences to elucidate the multiple points of control…
Descriptors: Teacher Role, Music Teachers, Preservice Teacher Education, Music Education
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Waldron, Janice – Action, Criticism, and Theory for Music Education, 2018
In this essay, I critique and critically reflect upon two questions derived from Action Ideal VIII of the MayDay Group: "We commit to understanding the wide range of possibilities and the limitations that technology and media offer music and music learning." Before we can address the "how," it is necessary to know the…
Descriptors: Music Education, Educational Practices, Technology Integration, Partnerships in Education
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Akuno, Emily Achieng' – Action, Criticism, and Theory for Music Education, 2018
Kenya's children experience two forms of technology and media as they access and interact with information: the indigenous technology and media that are derived from their cultural surrounding and modern electronic technology and media that are readily available thanks to social platforms and media of mass communication. The term…
Descriptors: Foreign Countries, Higher Education, Music Education, Indigenous Knowledge
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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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Clements, Ann – Action, Criticism, and Theory for Music Education, 2018
The term postdigital has been used by various disciplines to draw attention to the changing relationship between digital technology and human social and artistic practices. This article explores multiple definitions of the term postdigital from the disciplines of music, visual art and design, architecture, business, marketing, media and film…
Descriptors: Music Education, Electronic Learning, Definitions, Music
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Louth, Paul – Action, Criticism, and Theory for Music Education, 2018
This essay addresses behaviorism in music education and its possible connections to a kind of technicist thinking, first described by Herbert Marcuse, that ritualizes concepts and reduces them to a series of brute operations or behaviors. Labeled "technological rationalization" by early critical theorists, the mindset has potentially…
Descriptors: Music, Music Education, Music Teachers, Teaching Methods
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McClellan, Edward – Action, Criticism, and Theory for Music Education, 2018
The purpose of this study was to examine communities of practice that contribute to undergraduate professional identity construction. Participants were music education, performance, and therapy majors in a university school of music in the southern United States. Each participant completed an online survey regarding their experiences in school of…
Descriptors: Communities of Practice, Undergraduate Students, Professional Identity, Music
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Narita, Flávia Motoyama – Action, Criticism, and Theory for Music Education, 2018
This paper discusses the implementation of a university teaching module, based on Lucy Green's (2008) informal music learning model. The synergy between Green's model and Paulo Freire's critical pedagogy is addressed through explanation of the module and its practices. The module was offered six times, from 2011 to 2016, as an action research…
Descriptors: Foreign Countries, Informal Education, Distance Education, Music Teachers
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Sefton, Terry – Action, Criticism, and Theory for Music Education, 2018
This paper discusses two projects that use practice as research to explore learning that takes place in liminal spaces--within the university but not formally in the classroom, while bridging discursive fields. In each project, university faculty participants and student participants in the fields of music, dance, and education, came together to…
Descriptors: Creativity, Informal Education, College Students, Music Education
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Sirek, Danielle – Action, Criticism, and Theory for Music Education, 2018
In post-revolution Grenada, explorations of identity often reveal a generational divide. This generational divide is frequently expressed through music (Sirek 2013, 2018). In this qualitative case study I use an ethnographic methodological approach to examine Grenadian calypso and soca music, analyzing data collected from observations and…
Descriptors: Music, Music Education, Foreign Countries, Dance
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Bradley, Deborah – Action, Criticism, and Theory for Music Education, 2017
This editorial introduction to "Action, Criticism, and Theory for Music Education" "ACT" 16 (3) explores institutions as sites of paradox whose mission statements (or constitutions in the case of government) suggest concerns for diversity and inclusion but whose "grammars" (Bonilla-Silva 2011) frame thought and action…
Descriptors: Social Justice, Race, Critical Theory, Music
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Niknafs, Nasim – Action, Criticism, and Theory for Music Education, 2017
In this article, I examine a situation in the academic life of minority faculty members who suffer from systemic inequity in their academic lives, and more specifically, in their music education. The article engages with Bhabha's concept of "enunciation" ([1994] 2004), where difference that has been systemically used against such bodies…
Descriptors: Music Education, Music Teachers, Minority Group Teachers, Tenure
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