Angelica Gets the Spirit Out: Improvisation, Epiphany and Transformation

Autor/in	Pignato, Joseph
Titel	Angelica Gets the Spirit Out: Improvisation, Epiphany and Transformation
Quelle	In: Research Studies in Music Education, 35 (2013) 1, S.21-38 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1321-103X
DOI	10.1177/1321103X13486569
Schlagwörter	Music Education; Music Teachers; Case Studies; Teaching Methods; Music Activities; Creative Activities; Conflict; Expectation; Educational Innovation; Educational Change; Professional Isolation; Educational Practices; Public Schools; Rural Schools; Social Bias; Popular Culture; Nontraditional Education; Elementary Education; Intention; Teacher Administrator Relationship; Peer Relationship; Qualitative Research; Ethnography; Comparative Analysis; Traditionalism; Interviews; Observation; Phenomenology; New York + Suchen Sie Ihr Suchwort? Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Musikalische Aktion; Konflikt; Expectancy; Erwartung; Instructional innovation; Bildungsinnovation; Bildungsreform; Bildungspraxis; Public school; Öffentliche Schule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Popkultur; Non-traditional education; Alternative Erziehung; Elementarunterricht; Peer-Beziehungen; Qualitative Forschung; Ethnografie; Traditionalismus; Interviewing; Interviewtechnik; Beobachtung; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	This article presents excerpts from a case study describing Angelica Dawson, a New York State music educator. Angelica makes improvisation a central part of her curricula in ways that transcend traditional offerings prevalent in American public schools. Qualitative research methods were used to document Angelica's work over the course of an academic year at a rural public school in New York State. Data collection utilized ethnographic techniques including interviews, observations and informal conversations. Data analysis employed interpretive coding guided by a constant comparative approach. Analysis revealed challenges posed by teaching improvisation in the school music context, including: conflicts with tradition; conflicts with the expectations of colleagues, parents, students, and administrators, and standing apart from the prevailing practices of colleagues. Angelica's story suggests that teachers who break from traditional pedagogical practices face profound challenges and feelings of isolation. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01