Alternative Seating Practices: Pedagogy of the Back of the Orchestra

Autor/in	Yi, Tammy S.
Titel	Alternative Seating Practices: Pedagogy of the Back of the Orchestra
Quelle	In: Music Education Research, 25 (2023) 2, S.190-204 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yi, Tammy S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2023.2187042
Schlagwörter	Space Utilization; Musicians; Music Activities; Student Experience; Public Schools; Musical Instruments; Classroom Environment; Vertical Organization; Student Motivation; Learner Engagement; Social Justice; Parents; Administrators; Middle School Students; High School Students + Suchen Sie Ihr Suchwort? Raumnutzung; Musiker; Musikalische Aktion; Studienerfahrung; Public school; Öffentliche Schule; Musikinstrument; Klassenklima; Unterrichtsklima; Schulische Motivation; Soziale Gerechtigkeit; Eltern; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	This three-year study aimed to investigate students' experiences with alternative seating practices (ASP) in a public-school string orchestra program. Whereas education scholarship has long demonstrated that democratic classroom seating arrangements play a crucial role in the learning process, typical orchestra classrooms maintain a hierarchical seating format assigned to students on a competitive basis. In this study I set out to explore the relationship between anti-hierarchical seating practices rooted in social justice and the musical capacity of a classroom ensemble. Using interdisciplinary methods -- ethnography, interviews, archival data collection and analysis --, I investigated ASP's effects on the learning, motivation, and musical caliber of twenty-five string orchestra students from 8th to 10th grade in a diverse public school in the United States. My research findings show that anti-hierarchical ASP fostered students' collaboration and increased their motivation and engagement. Moreover, ASP also improved drastically the musical capacity of all students, especially those with no prior music training, and it led the ensemble to win first place at statewide competitions against more affluent and advanced student orchestras for three years in a row. My study therefore suggests that pedagogy rooted in social justice can be instrumental to achieving excellence in music classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01