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The institutionalization of fiddling...

Olson, Nathaniel Jay.

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The institutionalization of fiddling in higher education: Three cases.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The institutionalization of fiddling in higher education: Three cases./
作者:	Olson, Nathaniel Jay.
面頁冊數:	359 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621788
ISBN:	9781303931789

The institutionalization of fiddling in higher education: Three cases.
Olson, Nathaniel Jay.

The institutionalization of fiddling in higher education: Three cases. - 359 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2014.

This study investigates fiddle music in three institutions of higher education. As a result of a growing interest in and recognition of various fiddle traditions, formal fiddle music instruction has begun to appear in North American institutions of higher learning. The musical and educational environments in these institutions are conditioned by long-standing ideologies and entrenched cultural practices---they are "sonic spaces" that assert and influence collective and individual identity, and prescribe or recommend ways of thinking and acting. Fiddle traditions and the cultures associated with them contrast, sometimes dramatically, with the dominant culture of Western European art music at these locations. Drawing on theories of culture, ideology, and acculturation, this study examines how these musical cultures interact with one another, and with the institutions that host them. Three cases were selected to explore this phenomenon: a university in the Western U.S. with a large School of Music that hosts a folk music program, a music-specific college in the Northeast with a large string program attuned to the professional fiddler, and a state institution in the South with a niche program that strongly emphasizes Bluegrass and Old Time music. These sites were investigated through interview, observation, and document analysis.

ISBN: 9781303931789Subjects--Topical Terms:

1017808
Education, Music.

The institutionalization of fiddling in higher education: Three cases.
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245 1 4 $a The institutionalization of fiddling in higher education: Three cases.
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500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: Randall E. Allsup.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2014.
520 $a This study investigates fiddle music in three institutions of higher education. As a result of a growing interest in and recognition of various fiddle traditions, formal fiddle music instruction has begun to appear in North American institutions of higher learning. The musical and educational environments in these institutions are conditioned by long-standing ideologies and entrenched cultural practices---they are "sonic spaces" that assert and influence collective and individual identity, and prescribe or recommend ways of thinking and acting. Fiddle traditions and the cultures associated with them contrast, sometimes dramatically, with the dominant culture of Western European art music at these locations. Drawing on theories of culture, ideology, and acculturation, this study examines how these musical cultures interact with one another, and with the institutions that host them. Three cases were selected to explore this phenomenon: a university in the Western U.S. with a large School of Music that hosts a folk music program, a music-specific college in the Northeast with a large string program attuned to the professional fiddler, and a state institution in the South with a niche program that strongly emphasizes Bluegrass and Old Time music. These sites were investigated through interview, observation, and document analysis.
520 $a Each of these locations incorporates fiddling in unique ways. While folk music seems somewhat marginalized at the first school, rich educational opportunities nevertheless exist for students to develop musical independence and collaborative skills, and to explore musical identity. The second school puts students in contact with many fiddle traditions, encouraging them to dig deeply into these traditions and to push and blend boundaries in the pursuit of unique voices. The third school carefully cultivates a culturally distinct, immersive experience in the theoretical language, performance practice, and pedagogical processes of Bluegrass and Old Time music, a marked contrast to the classical music culture also present at the school. Taken together, these cases show that institutions of higher education can be vital locations of preservation, perpetuation, and evolution for fiddle and folk traditions, and that striking educational benefits can come from including these traditions.
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