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Autor/in | Gibson, Sarah-Jane |
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Titel | Shifting from Offline to Online Collaborative Music-Making, Teaching and Learning: Perceptions of Ethno Artistic Mentors |
Quelle | In: Music Education Research, 23 (2021) 2, S.151-166 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1461-3808 |
DOI | 10.1080/14613808.2021.1904865 |
Schlagwörter | Music; Folk Culture; Youth; Cultural Influences; Computer Mediated Communication; Educational Technology; Mentors; Teaching Methods; Music Education; Online Courses; Cooperation; Indigenous Knowledge; Music Activities; Foreign Countries; Cultural Awareness; International Programs; Sustainability; Workshops Musik; Jugend; Jugendlicher; Jugendalter; Cultural influence; Kultureinfluss; Computerkonferenz; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Musikerziehung; Online course; Online-Kurs; Co-operation; Kooperation; Musikalische Aktion; Ausland; Cultural identity; Kulturelle Identität; Nachhaltigkeit; Lernwerkstatt; Schulung |
Abstract | Turino's ([2008]. "Music as Social Life: The Politics of Participation." Chicago: University of Chicago Press.) distinctions between live and recorded fields can act as an effective framework for furthering academic understandings of how music teaching and learning has been impacted by the shift to online musical practice due to COVID-19 pandemic restrictions. This study investigates the effect this has had on Ethno World, JM-International's programme for folk, world and traditional music. They support youth folk music gatherings in over 23 countries and responded to the restrictions by devising 'The Hope sessions', online tune learning workshops, and the 'Exchange sessions', online folk music collaborations. This research is a hybrid ethnographic investigation of these two programmes. Hybrid ethnography is situated in a digital and physical environment (Przbylski, [2021]. "Hybrid Ethnography: Online, Offline and In Between." SAGE Publications.). Data was gathered through online participant observation and interviews with artistic mentors and co-ordinators of the online programmes. Findings reveal a tension between values of inclusivity and aesthetic quality suggesting artistic mentors have needed to adjust their goals, conceptions and roles within the musical practice. These findings provide timely insight into how pedagogical approaches change when they shift from an offline to online context. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |