東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Music competition, cooperation and c...

Hebert, David G.

FindBook

Google Book

Amazon

博客來

Music competition, cooperation and community: An ethnography of a Japanese school band.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Music competition, cooperation and community: An ethnography of a Japanese school band./
作者:	Hebert, David G.
面頁冊數:	489 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0404.
Contained By:	Dissertation Abstracts International66-02A.
標題:	Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3163382
ISBN:	0496975889

Music competition, cooperation and community: An ethnography of a Japanese school band.
Hebert, David G.

Music competition, cooperation and community: An ethnography of a Japanese school band. - 489 p.

Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0404.

Thesis (Ph.D.)--University of Washington, 2005.

This ethnography describes an award-winning Tokyo middle school band, and examines its role within the Japanese band community. The findings are based on analysis and interpretation of fieldwork data, including fieldnotes, interviews, videotaped observations, documents, sound recordings, and an open-ended questionnaire. The organizational model of Japanese school bands was determined to entail a symbiotic partnership between school, community, and industry. Education in the Tokyo middle school band differed from its Western counterparts, showing minimal relationship to formal music teacher education. The All-Japan Band Association influenced the objectives, repertoire, and organization of the school band, and its annual band contest was determined to be the world's largest music competition. In terms of curriculum, a genre of music was identified as meaningful to Japan: amateur band repertoire produced by Japanese composers, fusing Japanese and Western influences. Aspects of instruction in the Japanese band differed from Western models of effective music teaching, and made use of techniques associated with Japanese moral education and traditional music pedagogy. Peer tutoring played a fundamental role in the learning process, as band member interactions negotiated an ethos of cooperation, competition, and duty. Parents were relatively uninvolved in the band. An extreme gender imbalance was observed: predominantly female students among competitive school bands. Band participation played a significant role in the musical identities of its members, particularly in terms of gender and nationality. Japanese school bands are shown to represent a model of transculturation with implications for multicultural music education, as the tradition was mastered and transformed within a few generations. The study concludes with presentation of an Ensemble Ethos Model, which illustrates the relationships and processes utilized by effective teachers to nurture a culture of musical achievement.

ISBN: 0496975889Subjects--Topical Terms:

516178
Music.

Music competition, cooperation and community: An ethnography of a Japanese school band.
LDR:02947nmm 2200289 4500 001 1817145
005 20060816134329.5
008 130610s2005 eng d
020 $a 0496975889
035 $a (UnM)AAI3163382
035 $a AAI3163382
040 $a UnM $c UnM
100 1 $a Hebert, David G. $3 1906509
245 1 0 $a Music competition, cooperation and community: An ethnography of a Japanese school band.
300 $a 489 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0404.
500 $a Chair: Patricia Shehan Campbell.
502 $a Thesis (Ph.D.)--University of Washington, 2005.
520 $a This ethnography describes an award-winning Tokyo middle school band, and examines its role within the Japanese band community. The findings are based on analysis and interpretation of fieldwork data, including fieldnotes, interviews, videotaped observations, documents, sound recordings, and an open-ended questionnaire. The organizational model of Japanese school bands was determined to entail a symbiotic partnership between school, community, and industry. Education in the Tokyo middle school band differed from its Western counterparts, showing minimal relationship to formal music teacher education. The All-Japan Band Association influenced the objectives, repertoire, and organization of the school band, and its annual band contest was determined to be the world's largest music competition. In terms of curriculum, a genre of music was identified as meaningful to Japan: amateur band repertoire produced by Japanese composers, fusing Japanese and Western influences. Aspects of instruction in the Japanese band differed from Western models of effective music teaching, and made use of techniques associated with Japanese moral education and traditional music pedagogy. Peer tutoring played a fundamental role in the learning process, as band member interactions negotiated an ethos of cooperation, competition, and duty. Parents were relatively uninvolved in the band. An extreme gender imbalance was observed: predominantly female students among competitive school bands. Band participation played a significant role in the musical identities of its members, particularly in terms of gender and nationality. Japanese school bands are shown to represent a model of transculturation with implications for multicultural music education, as the tradition was mastered and transformed within a few generations. The study concludes with presentation of an Ensemble Ethos Model, which illustrates the relationships and processes utilized by effective teachers to nurture a culture of musical achievement.
590 $a School code: 0250.
650 4 $a Music. $3 516178
650 4 $a Education, Music. $3 1017808
650 4 $a Anthropology, Cultural. $3 735016
690 $a 0413
690 $a 0522
690 $a 0326
710 2 0 $a University of Washington. $3 545923
773 0 $t Dissertation Abstracts International $g 66-02A.
790 1 0 $a Campbell, Patricia Shehan, $e advisor
790 $a 0250
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3163382