Using music and animations for COVID‐19 prevention: The case of a scientific program

Abstract

The use of music to sensitize, inform, and entertain for purposes of social organizing and public pedagogy is receiving increasing attention from scholars. This approach is usually selected because it allows a targeted message to reach large populations using varying mediums of transmission, such as social media, radio, television, and word of mouth. The lyrics can borrow from scientific information, political change messages, or a catchphrase common to many. It is also common to infuse a catchy line that most can remember, and markedly prominent musicians might come together to work on such a project to encourage fundraising or to push the message. The purpose of this article is to describe how a scientific organization based in the United States worked with budding musicians in Kenya to create music to inform communities in East Africa about prevention of coronavirus/COVID‐19.

The effects of stakeholder power, strategic posture and slack financial resources on sustainability performance in UK higher education institutions

“…The benefits and outcomes of experimental music education therefore hold significant overlap with extant research into the role of music within adult education praxes. For example, this research shows that music represents a powerful tool in expressing and further developing one's own identity and worldview, especially when that identity is othered or suppressed (Guy, 2004(Guy, , 2007Lutomia et al, 2022). This occurs despite the structures of formal music education reproducing racial oppression (McCall, 2017(McCall, , 2021.…”

“…Third, the participants recognized the importance of organizing both within the venue and with the surrounding community to address issues of white supremacy. This not only involves recognizing and addressing racializing practices within the organization but also using their resources to counteract broader issues of racism or white supremacy (i.e., infrastructure and transportation issues), a common practice within social justice-oriented adult education (Bohonos & Duff, 2020;Guy, 2004;Lutomia et al, 2022). Taken together, it then follows that the organization has conceptualized their (upcoming and ongoing) work within this DEI initiative as a process of reimagining their CoMP through the lens of anti-racist pedagogy.…”

Conceptualizing Anti-Racist Pedagogies Within Experimental Music's Community of Practice

“…Third, the participants recognized the importance of organizing both within the venue and with the surrounding community to address issues of white supremacy. This not only involves recognizing and addressing racializing practices within the organization but also using their resources to counteract broader issues of racism or white supremacy (i.e., infrastructure and transportation issues), a common practice within social justice-oriented adult education (Bohonos & Duff, 2020; Guy, 2004; Lutomia et al, 2022). Taken together, it then follows that the organization has conceptualized their (upcoming and ongoing) work within this DEI initiative as a process of reimagining their CoMP through the lens of anti-racist pedagogy.…”

“…The benefits and outcomes of experimental music education therefore hold significant overlap with extant research into the role of music within adult education praxes. For example, this research shows that music represents a powerful tool in expressing and further developing one's own identity and worldview, especially when that identity is othered or suppressed (Guy, 2004, 2007; Lutomia et al, 2022). This occurs despite the structures of formal music education reproducing racial oppression (McCall, 2017, 2021).…”