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Experiences of Music Teachers in Activist Street Bands: Connecting School and Community
Experiences of Music Teachers in Activist Street Bands: Connecting School and Community
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152955
- ISBN
- 9798384042471
- DDC
- 780.7
- 저자명
- Rivkin, Aaron.
- 서명/저자
- Experiences of Music Teachers in Activist Street Bands: Connecting School and Community
- 발행사항
- [Sl] : University of Michigan, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 306 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: A.
- 주기사항
- Advisor: McCarthy, Marie.
- 학위논문주기
- Thesis (Ph.D.)--University of Michigan, 2024.
- 초록/해제
- 요약The purpose of this study was to explore the experiences of music teachers who participate in activist street bands, and to analyze and interpret how these experiences influence their outlook and approach to school music education. Activist street bands resemble traditional marching bands which play groove-based music, incorporate improvisation and composition, and engage in activist causes. Four music educators from across the United States who perform in activist street bands participated in this study. The research questions were: (1) How do participants recount their development as a musician, activist, and music teacher? (2) In what ways do participants describe their values and practices as a music teacher and their participation in activist street bands? (3) How do participants perceive connections among music, teaching, and activism? Data for this narrative study were collected using a background questionnaire and three interviews of participants. Stories were created through the process of reading and re-reading transcripts and were structured using Ollerenshaw and Creswell's (2002) three-dimension approach of continuity, situation, and interaction. Four self-contained chapters focused on the lives of the participants were followed by an analysis which connected narrative threads with related scholarship.The findings revealed participants were "musical explorers" and were open to experiences as music listeners, performers, and teachers. Musical exploration was at the core of their musician and teaching identities. They traversed boundaries and facilitated connections between their communities and classrooms. Musical enrichment, rejuvenation, and discovery in the community acted as an informal method of professional development for participants. They modeled lifelong music engagement to their students. Additionally, participants identified themselves as activist music educators. They cautiously navigated challenges to activism by facilitating activities focused on developing student voice in the music classroom. Implications included considering how school music programs can foster musicking with the goal of developing an understanding of multiple functions of music in society. Music teacher educators should encourage future music educators to find joy in music-making to sustain their musician identities. This study advances music education scholarship on the topic of the identity of music teachers who participate in community music activities such as activist street bands.
- 일반주제명
- Music education
- 일반주제명
- Music
- 일반주제명
- Musical composition
- 키워드
- Music teachers
- 키워드
- Musicking
- 기타저자
- University of Michigan Music: Music Education
- 기본자료저록
- Dissertations Abstracts International. 86-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211152955
■006m o d
■007cr#unu||||||||
■020 ▼a9798384042471
■035 ▼a(MiAaPQ)AAI31631191
■035 ▼a(MiAaPQ)umichrackham005593
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a780.7
■1001 ▼aRivkin, Aaron.
■24510▼aExperiences of Music Teachers in Activist Street Bands: Connecting School and Community
■260 ▼a[Sl]▼bUniversity of Michigan▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a306 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: A.
■500 ▼aAdvisor: McCarthy, Marie.
■5021 ▼aThesis (Ph.D.)--University of Michigan, 2024.
■520 ▼aThe purpose of this study was to explore the experiences of music teachers who participate in activist street bands, and to analyze and interpret how these experiences influence their outlook and approach to school music education. Activist street bands resemble traditional marching bands which play groove-based music, incorporate improvisation and composition, and engage in activist causes. Four music educators from across the United States who perform in activist street bands participated in this study. The research questions were: (1) How do participants recount their development as a musician, activist, and music teacher? (2) In what ways do participants describe their values and practices as a music teacher and their participation in activist street bands? (3) How do participants perceive connections among music, teaching, and activism? Data for this narrative study were collected using a background questionnaire and three interviews of participants. Stories were created through the process of reading and re-reading transcripts and were structured using Ollerenshaw and Creswell's (2002) three-dimension approach of continuity, situation, and interaction. Four self-contained chapters focused on the lives of the participants were followed by an analysis which connected narrative threads with related scholarship.The findings revealed participants were "musical explorers" and were open to experiences as music listeners, performers, and teachers. Musical exploration was at the core of their musician and teaching identities. They traversed boundaries and facilitated connections between their communities and classrooms. Musical enrichment, rejuvenation, and discovery in the community acted as an informal method of professional development for participants. They modeled lifelong music engagement to their students. Additionally, participants identified themselves as activist music educators. They cautiously navigated challenges to activism by facilitating activities focused on developing student voice in the music classroom. Implications included considering how school music programs can foster musicking with the goal of developing an understanding of multiple functions of music in society. Music teacher educators should encourage future music educators to find joy in music-making to sustain their musician identities. This study advances music education scholarship on the topic of the identity of music teachers who participate in community music activities such as activist street bands.
■590 ▼aSchool code: 0127.
■650 4▼aMusic education
■650 4▼aMusic
■650 4▼aMusical composition
■653 ▼aMusic teachers
■653 ▼aTraditional marching
■653 ▼aActivist street bands
■653 ▼aProfessional development
■653 ▼aMusicking
■690 ▼a0522
■690 ▼a0214
■690 ▼a0413
■71020▼aUniversity of Michigan▼bMusic: Music Education.
■7730 ▼tDissertations Abstracts International▼g86-03A.
■790 ▼a0127
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164382▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
