An Alternative Model of Music Learning and "Last Night's Fun": Participatory Music Making In/As Participatory Culture in Irish Traditional Music

Autor/in	Waldron, Janice
Titel	An Alternative Model of Music Learning and "Last Night's Fun": Participatory Music Making In/As Participatory Culture in Irish Traditional Music
Quelle	In: Action, Criticism, and Theory for Music Education, 15 (2016) 3, S.86-112 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Music Education; Teaching Models; Participation; Folk Culture; Ethnography; Field Studies; Summer Schools; Musical Instruments; Informal Education; Qualitative Research; Adult Students; Adult Education; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Musikerziehung; Lehrmodell; Teilnahme; Ethnografie; Praxisforschung; Summer school; Sommerkurs; Musikinstrument; Informelle Bildung; Nichtformale Bildung; Qualitative Forschung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Irland
Abstract	Exploring emergent music learning and teaching models facilitated by global Web access can reveal alternative music education practices and delivery systems not seen in "traditional" conservatories and schools. One example of an alternative music learning model comes from the Online Academy of Irish Music (OAIM), a community music "school" specializing in teaching Irish traditional music (IrTrad) and which is situated in both on (www.oaim.ie) and offline (Liscannor, Ireland) contexts. Using Thomas Turino's (2008) ideas of "participatory music making" and Henry Jenkins's (2006) concept of "participatory culture" as frameworks, the purpose of this ongoing ethnographic/ cyberethnographic field study was to explore how Irish traditional music was learned by OIAM's students at its "offline" summer school flute week in July 2013 in Lisconnor, Ireland. While Turino's and Jenkins' ideas come from wildly divergent fields--ethnomusicology and new media respectively--both are based on similar social learning ideals, that, when integrated, have broader implications for music learning and teaching. [This paper was presented at the 9th International Symposium on the Sociology of Music Education (2015).] (As Provided).
Anmerkungen	MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01