Presented at the Sixth International Symposium on the Sociology of Music Education. This paper reports results from ongoing research on alternative ensembles in school music programs.
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Presented at the Sixth International Symposium on the Sociology of Music Education. This paper reports results from ongoing research on alternative ensembles in school music programs.
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18 p.
Notes
Abstract: This paper reports results from the second round of data collected in the author’s ongoing research on alternative ensembles in school music programs. (The first stage of the research was reported at the Fifth Sociology of Music Education Symposium in Newfoundland 2007). Following a brief introductory summary of the genesis, growth, and sustenance of programs reported in the first stage of the research, qualitative teacher survey and interview data from an additional eight school sites across the U.S. are examined in light of the program policy decisions which these new cases, collectively, suggest. Specifically, policy choices and parameters raised during the first round are discussed according to: a) student participation, b) conceptualizations of musicianship, c) cultural-aesthetic congruence and, d) program design. Ways in which traditional and non-traditional ensembles do, and can, co-exist while each contributing to developing musicianship among children and teenagers will be offered as exemplars. Differences in inherent assumptions between alternative ensemble practice and traditional ensemble practice form the basis of recommendations set forth for the initial framing of an applied research agenda for music teacher education reform regarding music ensemble program policies in schools.
Publication Title:
Proceedings of the Sixth International Symposium on the Sociology of Music Education
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This paper is part of the following collection of related materials.
International Symposium on the Sociology of Music Education (ISSME)
This biennial symposium draws together music education academics from around the world to discuss issues, practices, and perspectives focusing on connecting music learning and other music experiences with the lives, values, identities, and communities of those involved. Included in the collection are papers from the symposium.
