{"title":"Control, Constraint, Convergence: Examining Our Roles as Generalist Teacher Music Educators","authors":"Danielle Sirek, Terry G. Sefton","doi":"10.22176/ACT17.2.50","DOIUrl":"https://doi.org/10.22176/ACT17.2.50","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78246526","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":"Revolutionary Activism in Striated Spaces? Considering an Activist Music Education in K-12 Schooling","authors":"Juliet Hess","doi":"10.22176/ACT17.2.21","DOIUrl":"https://doi.org/10.22176/ACT17.2.21","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84226933","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 to ACT 17.1","authors":"Brent C. Talbot","doi":"10.22176/act17.1.1","DOIUrl":"https://doi.org/10.22176/act17.1.1","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"55 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80693839","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":"Digilogue Zone: Indigenous and Contemporary Media and Technology in Higher Music Education in Kenya","authors":"E. Akuno","doi":"10.22176/ACT17.1.81","DOIUrl":"https://doi.org/10.22176/ACT17.1.81","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"35 1","pages":"81-96"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86274510","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}
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 possi-bilities and the limitations that technology and media offer music and music learning.” Before we can address the “how,” it is necessary to know the “why,” which I offer here. This includes questioning dichotomies based on beliefs that either no longer hold true and/or are based on a presumptive fallacy—first, that making music in the 21st century is an “either/or” proposition—i.e. one either makes music acoustically or digitally but not both, and second, an implicit belief that hands-on acoustic face-to-face music making is always preferable to making music digitally—either by one’s self or with others through technological mediation – for various reasons. I conclude with a discussion of the impact that corporate power on the Web has and continues to have on music making, and by extension, music learning, in the 21st century.
{"title":"Questioning 20th Century Assumptions about 21st Century Music Practices.","authors":"Janice Waldron","doi":"10.22176/ACT17.1.97","DOIUrl":"https://doi.org/10.22176/ACT17.1.97","url":null,"abstract":"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 possi-bilities and the limitations that technology and media offer music and music learning.” Before we can address the “how,” it is necessary to know the “why,” which I offer here. This includes questioning dichotomies based on beliefs that either no longer hold true and/or are based on a presumptive fallacy—first, that making music in the 21st century is an “either/or” proposition—i.e. one either makes music acoustically or digitally but not both, and second, an implicit belief that hands-on acoustic face-to-face music making is always preferable to making music digitally—either by one’s self or with others through technological mediation – for various reasons. I conclude with a discussion of the impact that corporate power on the Web has and continues to have on music making, and by extension, music learning, in the 21st century.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"1 1","pages":"97-113"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73203647","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":"Music Education's \"Legitimation Crisis\" and Its Relation to One-Dimensional Thinking.","authors":"Paul Louth","doi":"10.22176/ACT17.1.9","DOIUrl":"https://doi.org/10.22176/ACT17.1.9","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"93 1","pages":"42-65"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80241384","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":"A Postdigital Future for Music Education: Definitions, Implications, and Questions.","authors":"A. Clements","doi":"10.22176/ACT17.1.48","DOIUrl":"https://doi.org/10.22176/ACT17.1.48","url":null,"abstract":"","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"92 1","pages":"48-80"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80353312","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}
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 sensibility in contemporary music cultures, and this represents an opportunity for music educators to reconfigure and strengthen their pedagogical approaches. By recognizing the legitimacy of new and varied forms of musicianship, and acknowledging the ways in which our subject area continues to grow in its range of practices and necessary literacies, strategies can be developed to support a music student experience that is cohesive, inclusive, hybridized, meaningful and useful.
{"title":"Making Room for 21st Century Musicianship in Higher Education.","authors":"Leah Kardos","doi":"10.22176/act17.1.33","DOIUrl":"https://doi.org/10.22176/act17.1.33","url":null,"abstract":"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 sensibility in contemporary music cultures, and this represents an opportunity for music educators to reconfigure and strengthen their pedagogical approaches. By recognizing the legitimacy of new and varied forms of musicianship, and acknowledging the ways in which our subject area continues to grow in its range of practices and necessary literacies, strategies can be developed to support a music student experience that is cohesive, inclusive, hybridized, meaningful and useful.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"33 1","pages":"82-96"},"PeriodicalIF":0.0,"publicationDate":"2018-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85485014","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}
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 disability, Anderson’s nuanced views on disability in different contexts serves as an accessible point of entry to literature in the field of Disability Studies. Using Anderson’s anecdotal experiences of disability in sports and music as catalysts, key concepts in Disability Studies are discussed including the medical and social models of disability, conventions of disability terminology, disability identity, and the relevance of Lubet’s (2010) contextual model of disability—social confluence—to the field of music education.
{"title":"(dis)Ability and Music Education: Paralympian Patrick Anderson and the Experience of Disability in Music","authors":"Adam Bell","doi":"10.22176/ACT16.3.108","DOIUrl":"https://doi.org/10.22176/ACT16.3.108","url":null,"abstract":"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 disability, Anderson’s nuanced views on disability in different contexts serves as an accessible point of entry to literature in the field of Disability Studies. Using Anderson’s anecdotal experiences of disability in sports and music as catalysts, key concepts in Disability Studies are discussed including the medical and social models of disability, conventions of disability terminology, disability identity, and the relevance of Lubet’s (2010) contextual model of disability—social confluence—to the field of music education.","PeriodicalId":29990,"journal":{"name":"Action Criticism and Theory for Music Education","volume":"24 1","pages":"108-128"},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81342872","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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