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Showing 1 to 15 of 235 results Save | Export
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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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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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Westerlund, Heidi; Karlsen, Sidsel – Action, Criticism, and Theory for Music Education, 2017
In this article, we argue that mainstream discourses of diversity in music education are ocularcentric; that is, they provide a one-sided way of understanding diversity that has prevented music educators from seeing our biases. In remedying these local and national professional blindspots, we propose transnational knowledge production, which we…
Descriptors: Music Teachers, Teacher Education, Institutional Cooperation, Multicultural Education
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Hess, Juliet – Action, Criticism, and Theory for Music Education, 2017
In this paper, I advocate for the use of explicit language for discussions of race and call for music education to move out of terminal naivety (Vaugeois 2013) toward a heightened consciousness of political issues and racial oppressions. Employing critical race theory (CRT) as a theoretical framework, this paper examines race-related silences and…
Descriptors: Music Education, Language Usage, Race, Critical Theory
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Bell, Adam Patrick – Action, Criticism, and Theory for Music Education, 2017
What does it mean to experience disability in music? Based on interviews with Patrick Anderson--arguably the greatest wheelchair basketball player of all time--this article presents insights into the complexities of the experience of disability in sports and music. Contrasted with music education's tendency to adhere to a medicalized model of…
Descriptors: Music, Music Education, Disabilities, Team Sports
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Väkevä, Lauri; Westerlund, Heidi; Ilmola-Sheppard, Leena – Action, Criticism, and Theory for Music Education, 2017
This article addresses the discourse on social justice and inclusion in music education by exploring how educational systems can be transformed in the rapidly changing world of late modernity. We aim to show that one possible approach to tackling injustice in music education at the micro level is to reflect on the possibilities for institutional…
Descriptors: Music, Music Education, Social Justice, Resilience (Psychology)
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McClellan, Edward – Action, Criticism, and Theory for Music Education, 2017
The purpose of the study was to examine a diverse range of research literature to provide a social-cognitive theoretical framework as a foundation for definition of identity construction in the music teacher education program. The review of literature may reveal a theoretical framework based around tenets of commonly studied constructs in the…
Descriptors: Music Teachers, Professional Identity, Literature Reviews, Social Cognition
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Boia, Pedro S.; Boal-Palheiros, Graça – Action, Criticism, and Theory for Music Education, 2017
El Sistema orchestras may be "transformative" and produce positive changes in the lives of young participants, but there are also negative aspects to discipline and authority that may lead to exclusion. This article positions itself within the current debate on Sistema by treating symmetrically its potentially positive and negative…
Descriptors: Musicians, Foreign Countries, Case Studies, Music
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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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Ruddock, Eve E. – Action, Criticism, and Theory for Music Education, 2017
This paper draws on a hermeneutic project to reflect on culturally developed notions that distance individuals from their intrinsic musicality. Participant experience offers insight into misconceptions of human musicality in Western communities where unrecognised cultural directives label musical beings as either musical or non-musical. Embedded…
Descriptors: Music, Misconceptions, Cultural Influences, Hermeneutics
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