{"title":"Music Education as a Mirror to Humane Education","authors":"David T. Hansen","doi":"10.22176/ACT16.1.95","DOIUrl":"https://doi.org/10.22176/ACT16.1.95","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76008545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Marsh, Adrienne Rodriguez, A. Lewis, Latasha Thomas-Durrell, Juliet Hess
In Remixing the Classroom: Toward an Open Philosophy of Music Education (2016), Randall Allsup expresses a sincere longing for an open approach to music education, rooted in exploration, creation, and student agency. Allsup’s philosophy centers on the distinction between open and closed forms, the latter of which he describes as the dominant form, and he explicitly calls for a transformation of music education. Though he makes several clear assertions regarding the need for both open and closed forms, Allsup often implicitly advocates for abandoning closed forms, describing their practices as oppressive. In this paper, the authors draw upon Jorgensen’s (2003) images of transformation to consider Allsup’s call to action, highlighting the contradictory nature of his argument and providing vignettes from their personal experiences as music educators to illustrate their belief that both closed and open forms are essential for the transformation of music education.
{"title":"Seizing the “Both/And” Moment","authors":"B. Marsh, Adrienne Rodriguez, A. Lewis, Latasha Thomas-Durrell, Juliet Hess","doi":"10.22176/ACT16.1.101","DOIUrl":"https://doi.org/10.22176/ACT16.1.101","url":null,"abstract":"In Remixing the Classroom: Toward an Open Philosophy of Music Education (2016), Randall Allsup expresses a sincere longing for an open approach to music education, rooted in exploration, creation, and student agency. Allsup’s philosophy centers on the distinction between open and closed forms, the latter of which he describes as the dominant form, and he explicitly calls for a transformation of music education. Though he makes several clear assertions regarding the need for both open and closed forms, Allsup often implicitly advocates for abandoning closed forms, describing their practices as oppressive. In this paper, the authors draw upon Jorgensen’s (2003) images of transformation to consider Allsup’s call to action, highlighting the contradictory nature of his argument and providing vignettes from their personal experiences as music educators to illustrate their belief that both closed and open forms are essential for the transformation of music education.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84857508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"“Open” Philosophy or Down the Rabbit Hole?","authors":"W. Bowman","doi":"10.22176/ACT16.1.10","DOIUrl":"https://doi.org/10.22176/ACT16.1.10","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87295245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Thoughts on the Law, Gatekeepers, and Rerooting.","authors":"Daniel J. Shevock","doi":"10.22176/ACT16.1.53","DOIUrl":"https://doi.org/10.22176/ACT16.1.53","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85381784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Remixing the Dance Education Classroom.","authors":"S. Koff","doi":"10.22176/ACT16.1.66","DOIUrl":"https://doi.org/10.22176/ACT16.1.66","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75900304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This response is based on my presentation at Teachers College, Columbia University celebrating the launch of Allsup’s (2016) book, Remixing the Classroom: Toward an Open Philosophy of Music Education. I enter the text with openness, and with a willingness to ponder and consider. As such I offer the following considerations for further “thinking through.” These are considerations, given the context of the book, I feel are necessary to address: independent musician, child centered / learner centered, or constructivism writ large, learning outcomes, and finally the space in the elementary setting for the kinds of pedagogical engagements and purpose Allsup outlines throughout his text.
{"title":"Spaces of Rupture: Wondering, Wandering, Remixing.","authors":"C. Benedict","doi":"10.22176/act16.1.79","DOIUrl":"https://doi.org/10.22176/act16.1.79","url":null,"abstract":"This response is based on my presentation at Teachers College, Columbia University celebrating the launch of Allsup’s (2016) book, Remixing the Classroom: Toward an Open Philosophy of Music Education. I enter the text with openness, and with a willingness to ponder and consider. As such I offer the following considerations for further “thinking through.” These are considerations, given the context of the book, I feel are necessary to address: independent musician, child centered / learner centered, or constructivism writ large, learning outcomes, and finally the space in the elementary setting for the kinds of pedagogical engagements and purpose Allsup outlines throughout his text.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80532221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Re: Re/mixing the Remix","authors":"R. Allsup","doi":"10.22176/act16.1.168","DOIUrl":"https://doi.org/10.22176/act16.1.168","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88913518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Agoraphobia and Music Education: Fear of the Closed, Fear of the Open.","authors":"Deborah Bradley","doi":"10.22176/ACT16.1.38","DOIUrl":"https://doi.org/10.22176/ACT16.1.38","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85220421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Introduction: Keeping the Dialectic Open for Music Education","authors":"Vincent C. Bates","doi":"10.22176/ACT16.1.1","DOIUrl":"https://doi.org/10.22176/ACT16.1.1","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88010335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The praxial philosophy of music education in Music Matters (2015) argues that music educators should teach democratically, creatively, and ethically toward empowering students’ abilities to achieve full human flourishing through critically reflective music making and listening of all kinds. Moreover, Music Matters contends that teachers have a civic responsibility to develop students’ awareness of why and how they should engage in music making for selfand community transformation. Thus, praxial music teachers resist all forms of oppression and defend pupils against their own personal influence. Also, toward the growth of pre-service and in-service music teachers’ creative and educational abilities, Music Matters provides multidimensional, porous, and open concepts of musics, “educations,” personhood, musical understanding, musical products, musical-emotional experiences, creativity, and curriculum. Therefore, our discussion refutes Randall Allsup’s numerous misrepresentations of praxialism as an oppressive, uncreative, archaic, Master-apprentice, performance-centered philosophy that cultivates obedient students, and represents the worst abuses of “institutional” music teaching.
{"title":"On the \"Truthiness\" of \"Remixing the Classroom\": A Reply to Randall Allsup.","authors":"David J. Elliott, M. Silverman","doi":"10.22176/ACT16.1.124","DOIUrl":"https://doi.org/10.22176/ACT16.1.124","url":null,"abstract":"The praxial philosophy of music education in Music Matters (2015) argues that music educators should teach democratically, creatively, and ethically toward empowering students’ abilities to achieve full human flourishing through critically reflective music making and listening of all kinds. Moreover, Music Matters contends that teachers have a civic responsibility to develop students’ awareness of why and how they should engage in music making for selfand community transformation. Thus, praxial music teachers resist all forms of oppression and defend pupils against their own personal influence. Also, toward the growth of pre-service and in-service music teachers’ creative and educational abilities, Music Matters provides multidimensional, porous, and open concepts of musics, “educations,” personhood, musical understanding, musical products, musical-emotional experiences, creativity, and curriculum. Therefore, our discussion refutes Randall Allsup’s numerous misrepresentations of praxialism as an oppressive, uncreative, archaic, Master-apprentice, performance-centered philosophy that cultivates obedient students, and represents the worst abuses of “institutional” music teaching.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86407054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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