Pub Date : 2023-02-13DOI: 10.1017/s0265051722000389
{"title":"BME volume 40 issue 1 Cover and Front matter","authors":"","doi":"10.1017/s0265051722000389","DOIUrl":"https://doi.org/10.1017/s0265051722000389","url":null,"abstract":"","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":" ","pages":"f1 - f2"},"PeriodicalIF":2.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46403868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-28DOI: 10.1017/S0265051722000353
Karendra Devroop
Abstract The impact of practical instrumental music instruction on students’ psychological and sociological well-being is well documented in research literature. The extent to which these findings hold true for disadvantaged populations is unknown. Previous studies focused on young students with little to no research on disadvantaged young adults at university level. This study investigated the impact of group practical instrumental music instruction on the psychological well-being of disadvantaged university students. It particularly investigated changes in students’ optimism, self-esteem and happiness after participation in a wind ensemble. The study further looked at possible relationships between optimism, self-esteem, happiness and participation in an instrumental music ensemble. Results revealed increases in participant’s optimism, self-esteem and happiness and moderate to strong positive correlations between variables.
{"title":"Impact of studying practical instrumental music on the psychological well-being of disadvantaged university students","authors":"Karendra Devroop","doi":"10.1017/S0265051722000353","DOIUrl":"https://doi.org/10.1017/S0265051722000353","url":null,"abstract":"Abstract The impact of practical instrumental music instruction on students’ psychological and sociological well-being is well documented in research literature. The extent to which these findings hold true for disadvantaged populations is unknown. Previous studies focused on young students with little to no research on disadvantaged young adults at university level. This study investigated the impact of group practical instrumental music instruction on the psychological well-being of disadvantaged university students. It particularly investigated changes in students’ optimism, self-esteem and happiness after participation in a wind ensemble. The study further looked at possible relationships between optimism, self-esteem, happiness and participation in an instrumental music ensemble. Results revealed increases in participant’s optimism, self-esteem and happiness and moderate to strong positive correlations between variables.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"158 - 167"},"PeriodicalIF":2.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43470832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-09DOI: 10.1017/S0265051722000365
N. Bannan
Abstract This article places in historical context the three operas written by Alan Ridout for the choir of Canterbury Cathedral during the 1960s. Analysis of these works and their gestation is presented as a microcosm representing wider developments in music education since then. The analysis weaves together personal recollections, authenticated through correspondence with teachers and other alumni involved, combined with the examination of archive material, and with musical and textual analysis. The works themselves remain fresh and worthy of performance today, while the intentions behind them represent a mirror through which the role of musical creativity in contemporary education will be considered.
{"title":"Signs of the times: the Canterbury children’s operas of Alan Ridout","authors":"N. Bannan","doi":"10.1017/S0265051722000365","DOIUrl":"https://doi.org/10.1017/S0265051722000365","url":null,"abstract":"Abstract This article places in historical context the three operas written by Alan Ridout for the choir of Canterbury Cathedral during the 1960s. Analysis of these works and their gestation is presented as a microcosm representing wider developments in music education since then. The analysis weaves together personal recollections, authenticated through correspondence with teachers and other alumni involved, combined with the examination of archive material, and with musical and textual analysis. The works themselves remain fresh and worthy of performance today, while the intentions behind them represent a mirror through which the role of musical creativity in contemporary education will be considered.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"181 - 192"},"PeriodicalIF":2.0,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46949306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-07DOI: 10.1017/S0265051722000262
G. McPhail, Sally Tibbles, M. Cornish
The purpose of this paper is to discuss the impact of the Curriculum Design Coherence Model (CDC Model – Rata, 2019) on the design practice of two music teachers in a middle school music class in New Zealand. The CDC Model proposes that deep learning first requires deep design coherence. This coherence is generated by three interrelated design dimensions: (i) the ‘surfacing’ of epistemic structure, (ii) the use of subject concepts and (iii) the interrelationship between ‘knowledge-that’ (knowledge of something) and ‘know-how-to’ (knowing how to do something with that knowledge of something). We discuss how the model has been put to use in the design of a song writing unit of work for students aged 10–12 years in a general music class and note the impact of the model on the developing design expertise of the two music teachers involved in a wider research project.
{"title":"Developing teacher curriculum design expertise: using the CDC Model in the music classroom","authors":"G. McPhail, Sally Tibbles, M. Cornish","doi":"10.1017/S0265051722000262","DOIUrl":"https://doi.org/10.1017/S0265051722000262","url":null,"abstract":"\u0000 The purpose of this paper is to discuss the impact of the Curriculum Design Coherence Model (CDC Model – Rata, 2019) on the design practice of two music teachers in a middle school music class in New Zealand. The CDC Model proposes that deep learning first requires deep design coherence. This coherence is generated by three interrelated design dimensions: (i) the ‘surfacing’ of epistemic structure, (ii) the use of subject concepts and (iii) the interrelationship between ‘knowledge-that’ (knowledge of something) and ‘know-how-to’ (knowing how to do something with that knowledge of something). We discuss how the model has been put to use in the design of a song writing unit of work for students aged 10–12 years in a general music class and note the impact of the model on the developing design expertise of the two music teachers involved in a wider research project.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"40 1","pages":"255 - 270"},"PeriodicalIF":2.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49106750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.1017/s0265051722000377
{"title":"BME volume 39 issue 3 Cover and Back matter","authors":"","doi":"10.1017/s0265051722000377","DOIUrl":"https://doi.org/10.1017/s0265051722000377","url":null,"abstract":"","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"39 1","pages":"b1 - b2"},"PeriodicalIF":2.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42218703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.1017/S0265051722000304
Stefanie Stadler Elmer
Abstract Through micro-genetic analysis of early singing, I describe and explain the complexity of song as an elementary cultural expression. For educators, it is important to understand the key role of song with and by young children as a means to convey feelings and musico-linguistic rules. Song consists of melody and lyrics, both of which are connected by metrical rules to form a Gestalt. A song sung by 18-month-old Lynn exemplifies that she produces the melody with ease, but shows difficulty forming the words. By following rules, she forms and expresses feelings of belonging to those who shared their singing with her previously.
{"title":"How a young child sings a well-known song before she can speak","authors":"Stefanie Stadler Elmer","doi":"10.1017/S0265051722000304","DOIUrl":"https://doi.org/10.1017/S0265051722000304","url":null,"abstract":"Abstract Through micro-genetic analysis of early singing, I describe and explain the complexity of song as an elementary cultural expression. For educators, it is important to understand the key role of song with and by young children as a means to convey feelings and musico-linguistic rules. Song consists of melody and lyrics, both of which are connected by metrical rules to form a Gestalt. A song sung by 18-month-old Lynn exemplifies that she produces the melody with ease, but shows difficulty forming the words. By following rules, she forms and expresses feelings of belonging to those who shared their singing with her previously.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"39 1","pages":"292 - 301"},"PeriodicalIF":2.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45394818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.1017/S026505172200033X
Ryan David Humphrey
Abstract Living within state care can have detrimental effects on children’s development, as substantial research has proposed. Recognising how music-making may support children’s social, emotional and personal development, many cultural organisations have begun developing music projects that work specifically with care-experienced children. Although evaluation has detailed the various benefits these projects may have, there has been little research into the approaches employed by the facilitators who deliver these projects. With this in mind, this article examines a community music project that focused on foster family music-making. It explores the facilitators’ social pedagogical approach to music-making and the benefits participants report they have gained from the project, both to themselves and the children in their care.
{"title":"Working musically with care-experienced children and their families in the early years","authors":"Ryan David Humphrey","doi":"10.1017/S026505172200033X","DOIUrl":"https://doi.org/10.1017/S026505172200033X","url":null,"abstract":"Abstract Living within state care can have detrimental effects on children’s development, as substantial research has proposed. Recognising how music-making may support children’s social, emotional and personal development, many cultural organisations have begun developing music projects that work specifically with care-experienced children. Although evaluation has detailed the various benefits these projects may have, there has been little research into the approaches employed by the facilitators who deliver these projects. With this in mind, this article examines a community music project that focused on foster family music-making. It explores the facilitators’ social pedagogical approach to music-making and the benefits participants report they have gained from the project, both to themselves and the children in their care.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"39 1","pages":"302 - 313"},"PeriodicalIF":2.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46031406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.1017/S0265051722000286
S. Young
It is a privilege, and also a responsibility, to have been invited to edit this special issue that focuses on music in early childhood. Although I frequently complain that early childhood music is, too often, hived off to stand alone in separate conference sessions, sections of handbooks or single issues of journals such as this one – instead of being integrated – I would never turn down an opportunity to put early childhood centre stage. More than that, I was given a free hand by the journal editors and able to invite authors to contribute articles for this issue. My decisions about the topics and who to ask to write were guided by a number of criteria that will become clearer as you read through this editorial. However, before I go on to introduce the articles that follow, I will discuss some general issues facing the field of early childhood music education. Notice, for a start, that the sector must clearly define itself as ‘early childhood’ because by default the generic termmusic education assumes children of school age and tends to centre children of upper primary (elementary)/lower secondary age. I look forward to when a focus issue on, say, curriculum or children’s composing, would be viewed as glaringly incomplete if it did not include discussion of children from birth. The marginalisation of the sector is, at core, an issue of inclusion. Inclusion in music education is considered with reference to the more familiar hierarchies of race, class, gender and (dis)ability. But it is not considered with reference to age, except perhaps when thinking about learning across the lifespan into old age. Yet ageism applies to the youngest children who, as I have argued at length elsewhere (see Young, 2020a), are routinely stereotyped, accorded less value and marginalised on the basis of their age and immature physical abilities. The dominance of developmentalism, still holding strong in music education thinking, has constructed the very youngest children as close to nature, as lacking and ‘not yet’ musically formed according to criteria drawn from the musical activity of older children and adults. Developmental theory has come in for harsh criticism and has been superseded in much educational thinking, particularly in early childhood (Burman, 2016). These outdated constructions of early musical childhood need to change to images of competence and positive potentials (see Young, 2018). Another reason why the sector is typically set apart is because it sits outside of the formal structures of schooling. It takes place in a multiplicity of contexts that have varying aims, purposes, structurings and so on, as will be illustrated in the articles that follow. Mainstream discussions of music education typically assume common structures of institutionalised school provision: the dedicated lesson time, a class of same age children and the lead teacher. So the common frameworks which can be assumed in discussions and debates about school-based music education,
{"title":"Perspectives on early childhood music: Guest Editorial","authors":"S. Young","doi":"10.1017/S0265051722000286","DOIUrl":"https://doi.org/10.1017/S0265051722000286","url":null,"abstract":"It is a privilege, and also a responsibility, to have been invited to edit this special issue that focuses on music in early childhood. Although I frequently complain that early childhood music is, too often, hived off to stand alone in separate conference sessions, sections of handbooks or single issues of journals such as this one – instead of being integrated – I would never turn down an opportunity to put early childhood centre stage. More than that, I was given a free hand by the journal editors and able to invite authors to contribute articles for this issue. My decisions about the topics and who to ask to write were guided by a number of criteria that will become clearer as you read through this editorial. However, before I go on to introduce the articles that follow, I will discuss some general issues facing the field of early childhood music education. Notice, for a start, that the sector must clearly define itself as ‘early childhood’ because by default the generic termmusic education assumes children of school age and tends to centre children of upper primary (elementary)/lower secondary age. I look forward to when a focus issue on, say, curriculum or children’s composing, would be viewed as glaringly incomplete if it did not include discussion of children from birth. The marginalisation of the sector is, at core, an issue of inclusion. Inclusion in music education is considered with reference to the more familiar hierarchies of race, class, gender and (dis)ability. But it is not considered with reference to age, except perhaps when thinking about learning across the lifespan into old age. Yet ageism applies to the youngest children who, as I have argued at length elsewhere (see Young, 2020a), are routinely stereotyped, accorded less value and marginalised on the basis of their age and immature physical abilities. The dominance of developmentalism, still holding strong in music education thinking, has constructed the very youngest children as close to nature, as lacking and ‘not yet’ musically formed according to criteria drawn from the musical activity of older children and adults. Developmental theory has come in for harsh criticism and has been superseded in much educational thinking, particularly in early childhood (Burman, 2016). These outdated constructions of early musical childhood need to change to images of competence and positive potentials (see Young, 2018). Another reason why the sector is typically set apart is because it sits outside of the formal structures of schooling. It takes place in a multiplicity of contexts that have varying aims, purposes, structurings and so on, as will be illustrated in the articles that follow. Mainstream discussions of music education typically assume common structures of institutionalised school provision: the dedicated lesson time, a class of same age children and the lead teacher. So the common frameworks which can be assumed in discussions and debates about school-based music education,","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"39 1","pages":"251 - 255"},"PeriodicalIF":2.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44277415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.1017/s0265051722000328
Rina Vergano, Roxana Vilk
Abstract In conversation with playwright and theatre journalist Rina Vergano, multidisciplinary artist and musician Roxana Vilk unpicks her own experience of diaspora and the ways in which her cultural, familial and political roots have informed her artistic practice and inspired her current project about the power of lullabies.
{"title":"Songs that live in the bones","authors":"Rina Vergano, Roxana Vilk","doi":"10.1017/s0265051722000328","DOIUrl":"https://doi.org/10.1017/s0265051722000328","url":null,"abstract":"Abstract In conversation with playwright and theatre journalist Rina Vergano, multidisciplinary artist and musician Roxana Vilk unpicks her own experience of diaspora and the ways in which her cultural, familial and political roots have informed her artistic practice and inspired her current project about the power of lullabies.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"39 1","pages":"286 - 291"},"PeriodicalIF":2.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41724015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.1017/S0265051722000316
Rebecca Jane Evans, Bronya Dean, Fergus Byett
Abstract Despite a global interest in the musical experiences of young children, the everyday musical lives of young New Zealanders remain unexamined. Using data collected through the Growing Up in New Zealand longitudinal study, we explore the early musical experiences of approximately 6,800 infants and toddlers. Data collected from the primary caregivers and their partners pre-birth, when the children were 9 months old, and 2 years old are used to explore five areas: parental singing; active musical play; music listening; involvement in music groups; and participation in wider cultural events. Musical engagement is analysed with respect to various child, parental and family characteristics, including parental education, socio-economic status, and parental knowledge of and appreciation for the arts. The results provide a holistic description of the musical environments of young children in Aotearoa New Zealand.
{"title":"The musical lives of young children in Aotearoa New Zealand","authors":"Rebecca Jane Evans, Bronya Dean, Fergus Byett","doi":"10.1017/S0265051722000316","DOIUrl":"https://doi.org/10.1017/S0265051722000316","url":null,"abstract":"Abstract Despite a global interest in the musical experiences of young children, the everyday musical lives of young New Zealanders remain unexamined. Using data collected through the Growing Up in New Zealand longitudinal study, we explore the early musical experiences of approximately 6,800 infants and toddlers. Data collected from the primary caregivers and their partners pre-birth, when the children were 9 months old, and 2 years old are used to explore five areas: parental singing; active musical play; music listening; involvement in music groups; and participation in wider cultural events. Musical engagement is analysed with respect to various child, parental and family characteristics, including parental education, socio-economic status, and parental knowledge of and appreciation for the arts. The results provide a holistic description of the musical environments of young children in Aotearoa New Zealand.","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"39 1","pages":"256 - 272"},"PeriodicalIF":2.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43553258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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