Shifting from Offline to Online Collaborative Music-Making, Teaching and Learning: Perceptions of Ethno Artistic Mentors

Autor/in	Gibson, Sarah-Jane
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01