Contextual analyses of children's responses to an integrated Chinese music and culture experience

Chen‐Hafteck, Lily

doi:10.1080/14613800701587688

Cited by 20 publications

(22 citation statements)

References 11 publications

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“…Some contend that this approach to teaching provides students with a more realistic understanding of music and one more relevant to their lives (Dunbar-Hall 2005). Furthermore, research has found these teaching approaches can lead to improvements in children's attitudes towards unfamiliar musics and cultural groups (Abril 2005(Abril , 2006aChen-Hafteck 2007;Edwards 1998). Benedict (2006) argues that dialogues in the music classroom are important because of their transformative potential, stating, 'We must also allow and encourage stories to be told.…”

Section: Responding To Culturementioning

confidence: 96%

Responding to culture in the instrumental music programme: a teacher's journey

Abril

2009

Music Education Research

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The purpose of this case study was to examine how one music teacher responds to student's cultural backgrounds through a middle school instrumental music programme in the US. The study sought to uncover the events, situations and circumstances that served as catalysts for curricular change and the rationales that gave it purpose. It also examined how concepts of musical and cultural 'self' and 'other' informed a teacher's culturally responsive teaching and multicultural education and created various tensions in and outside of the classroom. Implications for practice are described based on the findings.

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Section: Responding To Culturementioning

confidence: 96%

Responding to culture in the instrumental music programme: a teacher's journey

Abril

2009

Music Education Research

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“…Music teaching should be regarded as a profession that demands a sense of personal and corporate responsibility for the education and welfare of students in their changing world. In particular, teachers' genuine interest and enthusiasm can play an important role in fostering open-minded inquisitiveness amongst students, Music Education Research 449 and in encouraging them to develop a positive attitude towards various pieces of music (see Chen-Hafteck 2007;DeNora 2000;Green 2005;Skelton 2004). …”

Section: Music Education Research 447mentioning

confidence: 99%

The struggle between globalisation, nationalism and music education in Hong Kong

Law

2009

Music Education Research

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The year 2008 marked the 11th anniversary of Hong Kong's return from the UK to the People's Republic of China. In this decade, the Hong Kong Special Administrative Region Government has repeatedly emphasised the importance of the development of national identity and patriotism in school education, and has at the same time introduced diverse cultural values into the school curriculum. This article explores the dynamics and complexity of the relationships between the state, globalisation and nationalism in Hong Kong that are re-shaping music education in response to contemporary socio-political changes. It argues that Hong Kong school music education has made a gradual cultural shift towards globalism and nationalism, and away from the Westernism that has dominated Hong Kong music education since before the change of sovereignty on 1 July 1997. The article concludes with a discussion of how music education might juggle two pairs of relationships in the curriculum: between global and national cultures; and between the education of cultural values and nationalism in Chinese music. There is pressure to rethink teacher education in terms of the need to be aware of the socio-political environment in which it operates, and within which it makes music education socially relevant.

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“…A parallel to the Brazilian example above is shown below (see Figure 4) from the Kenyan collection where here the children are singing (and teaching) the song Jamba. Notably the original purpose for these materials goes beyond teaching the songs, and is rather to study how learning the songs of another culture may improve attitudes toward the other culture, as has been found in a social psychological study in Portugal by Sousa, Neto, and Mullet (2005) and in a qualitative music education study of Chen-Hafteck (2007). However, beyond the immediate purposes of this multinational study, these rich materials can provide useful information for studies of musical development, pitch accuracy, and rhythmic ability, for example.…”

Section: Prototypes For the Airs Digital Librarymentioning

confidence: 99%

A digital library to advance interdisciplinary research in singing

Cohen

Fujinaga

Lefford

et al. 2013

The Journal of the Acoustical Society of America

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In 2008, at the ASA/EAA symposium honouring pioneering scientist of singing, Johan Sundberg, the AIRS (Advancing Interdisciplinary Research in Singing) project was introduced as a major collaborative research initiative on singing [Cohen, A.J. (2008) Acoustics 08 Paris, 3177-3182]. Over 70 collaborators around the world were to investigate singing from perspectives of development, education and well-being. A digital library was to facilitate distant team members' work on the same data, such as examples from voice studios around the world, performance stages, playgrounds, public places, solos, groups, classrooms, intergenerational or multicultural choirs, therapeutic settings or new tests of singing skills [Vincent, C., Lane, J. & Cohen, A. (2011) PEVOC9]. Plans also included tools for annotation and analysis along with relevant documents and images. The present progress report on this endeavor describes preliminary prototypes, stages of development, and the current functional implementation. It is noted that although singing is primarily an acoustic and auditory phenomenon, video records of the singer are highly valuable. Their benefit, however, must be weighed against challenges arising from ethical considerations and storage requirements. Issues of ownership and data sharing are also raised as are practical matters of choice of platform, storage, formats, backup, human resources, and long-term preservation.

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Contextual analyses of children's responses to an integrated Chinese music and culture experience

Cited by 20 publications

References 11 publications

Responding to culture in the instrumental music programme: a teacher's journey

Responding to culture in the instrumental music programme: a teacher's journey

The struggle between globalisation, nationalism and music education in Hong Kong

A digital library to advance interdisciplinary research in singing

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