1,720,985 research outputs found
Related Data for: Jamming in the intercultural space: Collaborative creative processes of an experimental music group in Singapore
No full textThis research narrative focuses on the collaborative creative processes of a Singapore experimental music group made up of five musicians (instrumentation: dizi, didgeridoo, guzheng, table, cello, vocals, drum kit, percussion) in preparation for an album recording. One of the key issues explored in this collaborative gathering and musical improvisations is in making sense of the intercultural within their personal and geographical contexts
Related Data for: The Artground ecology: Engaging children in arts and play experiences
No full textThis book presents qualitative research narratives on children's engagement and learning in play and arts experiences. Using The Artground Singapore - a registered arts charity that offers interactive visual art spaces for children - as a site of study, the book also offers reflective and practical insights into the professional development and incubation of arts practitioners dedicated to the creation and implementation of works for young audiences
Related Data for: Semionauts of tradition: Music, culture and identity in contemporary Singapore
No full textAt once a historic point of confluence between immigrant, diasporic and autochtonous communities and a globalized interconnected hub, contemporary Singapore presents a rich and unique musical scene which hasn’t often been studied. More akin to a constellation of distinct yet interconnected and inderdependent actors, the music scene is a fascinating point of departure to understand contemporary Singaporean society.
This multi-disciplinary research project aims to examine the contemporary identities of local musicians by exploring how they translate their own complex identities and worldviews into their music-making as well as how they interpret, negotiate and construct notions of community, culture, tradition and collaborative creativity.
The study draws from the fields of anthropology, ethnomusicology and history and its methodology combines fieldwork, participant observation, discourse analysis and music analysis.</p
World music pedagogy, volume VI: School-community intersections
No full textThe five-layered features of World Music Pedagogy are specifically addressed in various school-community intersections, with attention to the collaboration of teachers with local community artist-musicians and with community musicians-at-a-distance who are available virtually. The authors acknowledge the multiple routes teachers are taking to enable and encourage music learning in community contexts, such as their work in after-school academies, museums and libraries, eldercare centers, places of worship, parks and recreation centers, and other venues in which adults and children gather to learn music, make music, and become convivial through music
Perspectives on music, education, and diversity: A festschrift honoring Patricia Shehan Campbell
No full textThis book is a Festschrift in celebration of Patricia Shehan Campbell’s impact for more than six decades as an eminent teacher-educator, musician and researcher in the fields of music education and ethnomusicology. Campbell’s oeuvre of scholarly work is wide-ranging, spanning practical resources for music teachers to facilitate the teaching and learning of different musical cultures of the world, to diverse perspectives on the musical cultures of children, to the emblematic approach of World Music Pedagogy fleshed out in the Global Music Series with Oxford University Press, the Routledge World Music Pedagogy Series and her educational work with Smithsonian Folkways Recordings, alongside her extensive work with ethnomusicologists and community musicians and scholars across the world.Notable scholars from the fields of music education, ethnomusicology and community music, including Campbell’s doctoral graduates and colleagues from across recent decades, are contributors in this Festschrift to reflect upon her scholarly work and critically dialogue on several topics: perceptions of diversity in school music and children’s musical cultures, applied ethnomusicology, music education and its relation with the multicultural and social justice, pedagogical approaches towards cultural diversity in music and bridging communities and culture bearers.</p
Fostering creative thinking through group music composition in primary school pupils
No full textThinking schools focuses on students being encouraged to developed skills that are associated with learning, communicating and creative thinking. The development of critical and creative thinking in teachers and students is established through the school curriculum and activities. In line with the educational goals of Singapore, with the emphasis on "Thinking Schools, Learning Nation", study serves to examine the effects of introducing group music composition activities as a creative and critical thinking tool in the primary music curriculum of Singapore.The composition project provided an avenue to reaffirm musical knowledge and skills pupils have been learning and helped pupils in activity using these ideas in the music making process, also giving them a sense of ownership. Three outstanding observations that were prevalent in most groups that participated in the composition project include, 1) pupils' use of initiation as the main focus in composing, 2) the structuring of pupils' compositions were based on the initial exploration of sound and 3) pupils' group decision making process were based primarily on a leading member's decision in the group.The scores for pupils' revised performances showed improvements as compared to their initial performances. Pupils' two main considerations during revision include, 1) the appropriateness of their sounds with regards to theme and 2) their co-ordination during the performance. Most groups had a more unified revised performance compared to their initial try. Evaluation is a process that is often left out in the current music curriculum which can prove to be an important tool in primary music education here in Singapore
Musical behaviours of primary school children in Singapore
No full textIn this ethnographic study, the musical behaviours of 28 primary school children in Singapore were examined for their meaning and diversity as they engaged in the school day. A large part of these children’s musical behaviours stemmed from their exposure to the mass media. Children’s musical inventions emerged in the context of play, occasionally using musical play as an aid to academic learning. Instances of rhythmic play were more prevalent compared with melodic utterances. The children tended to motivate and encourage each other in their daily activities through the use of rhythmic play while melodic utterances seemed more prominently tied to expression and communication.Published versio
Articulating sound citizenship in the general arts classroom towards sound awareness and sound living
No full textThis chapter seeks a nuanced path towards music education as/for sound citizenship. Guided by R. Murray Schafer (Soundscapes), and Pauline Oliveros (Deep Listening), the chapter posits that arts educators can encourage people's creative potential by making them aware of and exploring their immediate sound worlds and environments. They can further create their own sound works while making critical judgments that may lead to improvements to the soundscapes of the world. Sound citizenship is an aspirational proposition. It is defined as an encouragement of sound awareness in the hearts and minds of students towards an empathic and developmental view of social and cultural equity. This leads to artistic resonances that can project and activate sound living in a safe and sustainable environment. Sound citizenship also takes on the intercultural space, where the encouragement of deep listening and critical dialogue will enable the creation of more collaborative and cooperative cultural environments (Walser, 2000). This chapter analyses two cases to argue for a pragmatic approach to sound citizenship. It provides explicit examples of how sound citizenship can be activated in the spaces of general arts education in the context of Singapore. It further draws implications for arts teachers and practitioners in furthering sound awareness for students towards creating artistic responses to social and cultural issues in their immediate environment and beyond.</p
Embracing diversity in music education: Lessons from community intersections and applied ethnomusicology
No full textThe interplay of community facilitation and participation in world music drive the impetus to this chapter. The scholarship of Patricia Campbell and her collaborative writings are highlighted in terms of their contribution to the advancement of thought on the interwoven possibilities between music education, applied ethnomusicology and community intersections. The ethos of cultural democracy has long been at the heart and mind of Patricia Campbell’s lifework, in the nexus between music education and ethnomusicology. The messages through this chapter’s musings on the links between the principles and practice of music education, applied ethnomusicology and community intersections are a continued pursuit toward finding alternative in-roads and approaches for ensuring that cultural democracy will always be central for music educators, in an ever-evolving terrain of musical landscapes and ways to engage in musical diversity and inclusion. The chapter ends with a Brief Response by Lee Higgins.</p
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