A Dichotomy of Experience in Irish traditional music – Classroom V Community

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Presented at the Sixth International Symposium on the Sociology of Music Education. This paper investigates the extent to which a holistic understanding and appreciation or Irish traditional music is being realized by post-primary teachers and students in Ireland.

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18 p.

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Johnston, Thomas July 2009.

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This paper is part of the collection entitled: International Symposium on the Sociology of Music Education (ISSME) and was provided by the UNT College of Music to the UNT Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 117 times. More information about this paper can be viewed below.

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The nation's largest comprehensive music school, the UNT College of Music provides a dynamic learning environment for both future professionals and the broader university community. The college offers fully accredited degrees from bachelor to doctoral levels, and its faculty includes internationally acclaimed artists and scholars. More than 1200 concerts and recitals are presented annually.

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Presented at the Sixth International Symposium on the Sociology of Music Education. This paper investigates the extent to which a holistic understanding and appreciation or Irish traditional music is being realized by post-primary teachers and students in Ireland.

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18 p.

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Abstract: Irish traditional music has never before been in a position of such prominence within postprimary
music education, and the support for it within the curricula is unprecedented in the
history of formal music education in Ireland. Community, experience, and relationships
amongst people are ultimately what the tradition is about, and its advance into the realm of
formal education has given rise to many questions. This paper investigates the extent to
which a holistic understanding and appreciation of Irish traditional music is being realized by
post-primary music teachers and students in Ireland. It queries the existing experiential
dichotomy between classroom and community, and proposes a shifting of focus from a formal
learning perspective to draw instead on those informal learning practices which through
which Irish traditional musicians acquire their musical skills and knowledge outside the
school. Echoing the sentiments of John Blacking (1976), Irish traditional music is too deeply
concerned with human feelings and experiences in society for the existence of such degree of
contextual separation. Considered are the philosophies of John Dewey and Richard
Shusterman on the aesthetics of experience. For example, how can Dewey’s Theory of
Experience which promotes a continuum of deeply felt and fully embodied experiences be
further realized in the music classroom? On the background of well-grounded theoretical and
philosophical perspectives, with analysis of supporting fieldwork, the extent to which an
understanding of the tradition’s cultural and social processes is being realized through current
pedagogical structures is investigated, as is the means by which we can progress to further
promote a ‘fully embodied’ experience of the tradition for both students and teachers.

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  • International Symposium on the Sociology of Music Education, July 5-9, 2009. Limerick, Ireland.

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  • Publication Title: Proceedings of the Sixth International Symposium on the Sociology of Music Education

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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.

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  • July 2009

Added to The UNT Digital Library

  • Nov. 28, 2018, 5:21 p.m.

Description Last Updated

  • Feb. 13, 2019, 3:26 p.m.

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Johnston, Thomas. A Dichotomy of Experience in Irish traditional music – Classroom V Community, paper, July 2009; Dublin, Ireland. (https://digital.library.unt.edu/ark:/67531/metadc1390638/: accessed May 24, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT College of Music.

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