On Embedding Indigenous Musics in Schools: Examining the Applicability of Possible Models to One School District's Approach

Autor/inn/en	Prest, Anita; Goble, J. Scott; Vazquez-Cordoba, Hector
Titel	On Embedding Indigenous Musics in Schools: Examining the Applicability of Possible Models to One School District's Approach
Quelle	In: Update: Applications of Research in Music Education, 41 (2023) 2, S.60-69 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prest, Anita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8755-1233
DOI	10.1177/87551233221085739
Schlagwörter	School Districts; Music Education; American Indians; American Indian Culture; Metropolitan Areas; Foreign Countries; Indigenous Knowledge; Models; Teaching Methods; Singing; Musical Instruments; World Views; Curriculum Development; Educational Policy; Inclusion; Pedagogical Content Knowledge; Music Teachers; Learning Processes; Cultural Awareness; Elementary Secondary Education; Music Activities; Canada + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Musikerziehung; American Indian; Indianer; Ballungsraum; Ausland; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Gesang; Musikinstrument; World view; Weltanschauung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Inklusion; Pädagogische Kompetenz; Music; Teacher; Teachers; Musiklehrer; Learning process; Lernprozess; Cultural identity; Kulturelle Identität; Musikalische Aktion; Kanada
Abstract	Recent curriculum policy changes in British Columbia (BC) require that educators in all subject areas--including music--embed local Indigenous knowledge, pedagogies, and worldviews in their classes. Yet facilitating such decolonizing cross-cultural music education activities requires knowledge that music educators may not currently possess. We use four models created by an Indigenous Arts scholar to examine the interface of Indigenous and Western art musics in performing arts settings: (a) integration, (b) nation-to-nation music trading and reciprocal presentation, (c) a combination of the first two models, and (d) non-integrative encounters that are in relationship but have irreconcilable elements. We consider the applicability of these models in music education settings, using them to analyze our findings from a study in which we explored the ways teachers have embedded local First Nations songs and drumming in classes in a single metropolitan school district in BC. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01