Research-to-Resource: Use of Technology to Support 21st Century Skills in a Performing Ensemble Program

Yoo, Hyesoo

doi:10.1177/8755123320953435

Cited by 15 publications

(9 citation statements)

References 20 publications

(31 reference statements)

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“…With music-mixing software and applications (e.g., Garage-Band, Soundtrap, or BandLab), students can create their own work song in various musical styles, such as pop, rock, jazz, hip-hop, samba, or world fusion by mixing beats, loops, and melodies into a multitrack recording. 18 Teachers might also have students listen to their classmates' compositions so they can hear compositions from a wide array of musical styles. Teachers can also have students research the connections between music genres (e.g., instrumentation, technique, or place/time) in historical and social contexts.…”

Section: Strategy 1: Thematic Categories Based On Common Human Experi...mentioning

confidence: 99%

Toward a Decentered Music Education Using a Rhizomatic Approach

Yoo

2023

Music Educators Journal

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As we work to connect equity to our curriculum and pedagogy, a rhizomatic approach may provide a valuable lens for reconsidering traditional conventions. Such an approach underlines interconnected multiplicity with a noncentered, nonhierarchical emphasis. Applying a rhizomatic method, I offer music teachers some practical applications to challenge conventional curricular tendencies in subtle but important ways. Instead of using an additive approach to the Western classical canon, this approach helps to engage in music comparatively or relationally, which can enable teachers and students to think broadly across categories by recognizing the interconnections between musics. More important, lessons adopting a rhizomatic approach may help teachers and students consider all musics as bearers of equal status and honor many diverse forms of music.

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Section: Strategy 1: Thematic Categories Based On Common Human Experi...mentioning

confidence: 99%

Toward a Decentered Music Education Using a Rhizomatic Approach

Yoo

2023

Music Educators Journal

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“…These cultural insiders or cultural bearers may help teachers garner the cultural knowledge and experiences needed to support their students. With advanced technology, teachers can work with culture-bearer musicians using cloud-based videoconferencing tools (e.g., Zoom, Skype, and Google Hangouts) regardless of geographical restrictions (Yoo, 2021).…”

Section: Partners: Working In Partnerships With Culture Bearersmentioning

confidence: 99%

Teaching Traditional and Transformed Versions of Culturally Diverse Musics With Integrity

Yoo

2023

Journal of General Music Education

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In today’s globally interconnected society, the scope of musics from diverse cultural traditions has grown to embrace many different styles of music, including original/traditional versions and transformed versions (e.g., Western arrangements for ensemble versions of culturally diverse musics and contemporary folk music). To properly educate students about different styles of culturally diverse musics, it is important for teachers to understand each style and gain specific instructional strategies before being able to teach them in a respectful way. In this article, I provide teachers with several steps to prepare to teach culturally diverse musics (i.e., research, resources, evaluation, and partners). Furthermore, I suggest essential considerations for teaching transformed versions with integrity.

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“…Invite students to arrange/edit “Happy Birthday” in diverse musical styles, such as fugue style, chamber orchestra style, pop, rock, jazz, or hip-hop. Using software and applications for sound mixing (e.g., GarageBand , Soundtrap , or BandLab ) allows students to edit an existing musical piece in a variety of styles (Yoo, 2021b).…”

Section: Tenet 2: Recognizing and Mitigating Power Imbalancesmentioning

confidence: 99%

The Concept of Cultural Humility as It Relates to Instructional Practices in the General Music Classroom

Yoo

2022

Journal of General Music Education

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A framework of cultural humility includes three main tenets: (a) commitment to lifelong, critical self-reflection; (b) recognition and mitigation of power imbalances; and (c) accountability to individuals and institutions. In this article, I aim at applying the concept of cultural humility to frame my analysis of musical diversity in music education. Through a cultural humility lens, music teachers may acknowledge their own beliefs, values, biases, and prejudices in relation to diverse musics. A commitment to lifelong introspection through self-reflection and critique may help teachers continue to investigate new ways to redress power imbalances inherent in music education, as well as build their relationships with students and communities bidirectionally.

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Research-to-Resource: Use of Technology to Support 21st Century Skills in a Performing Ensemble Program

Cited by 15 publications

References 20 publications

Toward a Decentered Music Education Using a Rhizomatic Approach

Toward a Decentered Music Education Using a Rhizomatic Approach

Teaching Traditional and Transformed Versions of Culturally Diverse Musics With Integrity

The Concept of Cultural Humility as It Relates to Instructional Practices in the General Music Classroom

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