231 resultados para Store Music
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The recognition and celebration of Indigenous Knowledge Systems (IKS) as a way forward to promote democracy and inclusivity continues to be part of South Africa's nation building process. One effective platform for this to take place is through community music making as music making in Africa is a way of life. Since democracy in 1994 many initiatives were set up to explore and foster traditional music. This paper presents a brief contextualization of IKS, identity and community music making. It reports on the a Xhosa music research project (2004-2006) as an ethnographic study which is descriptive and interpretive as a holistic cultural portrait. Participants in the project included post-graduate music students, community culture bearers and academics. Only some significant aspects of the Xhose music project at the University of Fort Hare will be reported on. We contextualize the recognition and celebration of IKS within the parameters of the music and the culture of the amaMpondo within the Xhosa people. The paper specifically focuses on the ritual life of the amaMpondo. It also describes the indigenous bow instruments of the Uhadi and Umrhubhe as unique examples of South Africa's traditional music. As this initiative proved a worthy undertaking, we challenge whether such a project could strengthen local IKS elsewhere and be a pathway for tertiary institutions to engage effectively with local community music practitioners in order to prepare students effectively as holistic music educators.
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This article discusses the notion of sharing music and culture as an effective platform to celebrate diversity in Melbourne, Australia. My research project ‘Celebrating Music Making and Finding Meaning’ investigates and illustrates a context of diversity, one that promotes respect in a multicultural society sharing music and culture of a minority group. In 2007, I interviewed members of the South African choir in Melbourne; here I report on some data regarding why members sing in the choir, what are their understandings of a so-called South African identity and what they would like to share with the wider Australian community. I present some theoretical perspectives focusing on the notion of cultural and musical identity within a multicultural society. Such findings may have similar implications for other multicultural educational settings exploring the possibilities of valuing cultural diversity and making music across ages through a choir where difference can be shared and celebrated.
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Educational reform in Australia has urged teachers and tertiary institutions to prepare students for multicultural classrooms. Engagement with multicultural music by teachers and students promotes understanding of difference and diversity as music has both global and cross-cultural manifestations. This article reports on a research project undertaken at both Deakin University and Monash University (Melbourne, Victoria, Australia) with final year music specialist students (2005-2007). Students participated in an online, anonymous survey (2005) regarding their understandings of multiculturalism. By in-depth analysis of four semi-structured interviews undertaken with volunteers from the 2006 to 2007 cohort, using Interpretative Phenomenological Analysis, emergent themes and construct understandings of participant experiences were identified. Two significant themes are discussed: representations of multicultural music in Victorian schools and cultural context. Music education can be an effective platform to 'opening the doors to multiculturalism and cultural understanding'. Pre-service teacher education courses should reflect the changing societies in which they are situated.
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This paper explores the notion of African music as a way forward to negotiate a 'space' in contemporary society. The word 'space' is used as a metaphor to explore and experiment with the dynamics of culture and hybridity. The authors view themselves as 'agents of change' and knowledgeable professionals in the teaching of African music, one based in South Africa (Johannesburg) and the other in Australia (Melbourne). They reflect on examples from their own teaching and learning experiences as they argue that the translation of 'traditional' African music can only be brought about by means of cultural dialogue, within cultures and between cultures. This paper also addresses the issues of cultural authenticity as a redefined and renegotiated space when teaching and learning African music. The authors also consider the difficulties of addressing 'difference' and 'otherness' when teaching African music, with South Africa and Australia both previously seen as outposts of the British Empire. They contend that such differences can prove to be productive and rewarding through subtle mediation and accommodation when crossing cultural borders.
Wired for sound : listening and responding to music genres and introversion-extraversion preferences
Resumo:
As Australia becomes increasingly multicultural, there are many that would argue that the teaching and learning of music at educational settings can be carried out in a number of ways where cultural context and authenticity is imperative. This paper discusses the main arguments of teaching and learning in music education and provides some theoretical perspectives of teaching African music as groundwork for the discussion and findings. This paper is part of a wider study called 'Smaller steps in longer journeys' and. provides insight into the teaching of South African music in Melbourne. Three South African voices (my own as tertiary music educator, an artist in schools and a primary music specialist) through reflection and interview data considers 'how' and 'why' African music is taught The discussion presents an openmindedness of music when it travels to a new country where the pedagogy is the process of production and exchange, a social-discursive practice whereby process and understanding is more important than just product. As music requires no visa it will continue to travel and be shared in different context where pedagogical practice considers teacher, learner and knowledge.
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Globally teacher educators try to prepare culturally inclusive students in an ever-crowded curriculum It is difficult to give students in-depth experiences of other musics and their cultural contexts. In schools, teachers are also faced with the. same challenges. This shortfall may be met by artists-in-schools programs. This paper focuses on the perceptions of pre-service music educators concerning artists-in- schools programs. The study builds on ongoing research (2003-2008), Intercultural attitudes of preservice music education students, between Deakin and Monash universities. Australia only the 2008 interviews (analysed using interpretative Phenomenological Analysis) are discussed. The paper reports only on one aspect that underpins artists-in-schools programs — the importance of authentic practice. Although international studies have, provided insights into artists-in—schools programs little attention has been paid to pre-service specialist music teacher understandings of such programs. It is imperative to know the attitudes that our teachers carry with theta into their future professional engagement The findings of this study provide insight into the need br artists-in-schools programs and the ways in which teachers can link theory to practice, fill in omissions in their own knowledge, skills and understandings. and also heighten student understandings of multicultural musics.
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This dissertation reports on a study of music making in a band of the Australian Army Band Corps. The thesis of the dissertation is how the world views of the soldier-musicians of the Australian Army Band, Kapooka, are constructed in the context of their work in military music performance. In arguing this thesis, the author provides a brief history of military music in Australia, and - demonstrates how rank and military discipline intersect with music making in the lived experience of the soldier-musicians; - explores how the dichotomy between music making as a craft and music making as art is resolved in a setting where the employer regards music making as a trade, while the soldier-musicians strive to meet artistic goals; - demonstrates how successful music making and successful soldiering are both forms of work which depend upon effective collective action; - demonstrates that while military bands play the widest repertoire of musical styles of any Western music ensemble, the styles converge toward a homogenous, eclectic, military band performance style: and - explores how military music, which may have limited intrinsic interest, in certain ceremonial settings may link with other visual and auditory symbol systems to generate profound meaning both for the soldier-musicians themselves and for their audiences. The study examines the processes by which the world views of soldier-musicians are shaped by the institutional context in which they work, as they participate in a music tradition which has been a powerful agent in the shaping of Australian patriotic traditions. The study uses a naturalistic participant observation methodology. The author worked as an honorary guest civilian member of the band’s trombone section to collect data in the form of fieldnotes and interviews. Data analysis and interpretation was made according to the tenets of grounded theory. Evidence in the form of first hand accounts from the perspective of the researcher and from the soldier-musicians themselves is employed to generate both emic and etic understandings. An understanding of a music culture from the participant's point of view is a central concern of the study.
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The purpose of this thesis is to explore the cultural and social significance of music video in the lives of a group of young women and men. In so doing the thesis pays particular attention to issues of gender and pleasure. This research examines the interaction of a group of young people with music video in relation to four areas of research. Firstly, the importance of music video in terms of social interaction and the pleasure this entails is explored. Secondly the thesis looks at the ways in which gender is seen by the young people in this study to be established by music video performers. Thirdly, how gender becomes inscribed on the body is explored, and fourthly I examine the process of sexualization of the body. Theoretically this thesis draws upon feminist theory, poststructuralist theory, music video scholarship and educational theories. This eclectic approach has been necessary as this research speaks simultaneously to several distinct areas of scholarship: education, cultural studies and feminism. My research with a young audience of music video took place within a secondary school. Over two semesters I conducted research with two separate classes of Media Studies students who were aged fifteen and sixteen. A total of 49 students were interviewed, however I chose mainly to work with a small group of eleven students - five girls and six boys. The school where I conducted this research is located in a working class suburb of a provincial and industrial Australian city . The young people's social positioning in terms of class and ethnicity has been considered in some depth in relation to the construction of the gendered subject. Methodologically the thesis is skewed towards the audience, and also towards dealing with what is normally unspoken in the research process. For example, much academic research does not include the author of the research as an integral part of that research. In this thesis I include myself in a number of ways: historically, personally and as a feminist. This thesis places a high priority on ethics and the effects of research on those who participate in the research process. The thesis uses a number of research methods: structured interviews, informal conversations, memory-work and written responses to music videos. Generally the research methods used in this thesis have been developed reflexively; that is, they have developed directly in relation to the participants’ reactions, responses, suggestions, interests and comments. The research seeks to demonstrate the place of music video in the lives of the young people who participated in the study. I look at how the young people in this study connect music video to other cultural forms and social interactions. In this way the intertextuality of music video is demonstrated. The research looks at how young viewers 'read' the gender of music video performers, and how this affects their own gendering. The social and cultural meanings which are attached to certain parts of the body are also examined. Theorizing the body in terms of its social meanings is a significant part of this thesis. The research argues that young people often experience music video as pleasurable, and that music video can provide young people with access to powerful speaking positions. This is demonstrated through transcripts of our conversations and interviews, and also through the young people's written comments. However, these powerful speaking positions invariably invoke dominant discourses (homophobia and racism, for example). Thus the disruptive potential of music video is called into question. These dominant discourses are gendered in nature. Pleasure in the text (music video) and cultural inscriptions of gender on the body then, are realized differently for the girls and for the boys in this study. My research into music video, gender and young people has implications for research methodology generally, and for music video scholarship specifically. Music video scholarship to date has rarely focussed upon the audience of this cultural form. My research has certain implications for the ways in which research is currently conducted with young people in relation to popular culture generally, and music video specifically, and gendered subjectivity.