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An ethnographic study of secondary m...

Lorenzino, Lisa.

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An ethnographic study of secondary music education in Cuba: Insights for Canadian music education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An ethnographic study of secondary music education in Cuba: Insights for Canadian music education./
作者:	Lorenzino, Lisa.
面頁冊數:	299 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1679.
Contained By:	Dissertation Abstracts International67-05A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR14013
ISBN:	9780494140130

An ethnographic study of secondary music education in Cuba: Insights for Canadian music education.
Lorenzino, Lisa.

An ethnographic study of secondary music education in Cuba: Insights for Canadian music education. - 299 p.

Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1679.

Thesis (Ph.D.)--University of Alberta (Canada), 2006.

The aims of this study were to produce an ethnography of secondary music education in Santiago de Cuba and to consider possible changes to Canadian music education on the basis of the ethnography. Specifically, the study focused on the relationship between curriculum, pedagogy, and culture. In order to place the study in context, data were gathered from elementary, secondary, post-secondary, and community musical institutions located in or near the field setting.

ISBN: 9780494140130Subjects--Topical Terms:

1017808
Education, Music.

An ethnographic study of secondary music education in Cuba: Insights for Canadian music education.
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100 1 $a Lorenzino, Lisa. $3 1911780
245 1 3 $a An ethnographic study of secondary music education in Cuba: Insights for Canadian music education.
300 $a 299 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1679.
502 $a Thesis (Ph.D.)--University of Alberta (Canada), 2006.
520 $a The aims of this study were to produce an ethnography of secondary music education in Santiago de Cuba and to consider possible changes to Canadian music education on the basis of the ethnography. Specifically, the study focused on the relationship between curriculum, pedagogy, and culture. In order to place the study in context, data were gathered from elementary, secondary, post-secondary, and community musical institutions located in or near the field setting.
520 $a The primary focus for the study was outlined by the following question: "What is the relationship of culture, curriculum, and pedagogy, and how does it influence secondary music education in Cuba?" Participants in the study were drawn from three distinct categories. Group I consisted of students, teachers, and administrators from the three schools selected for the study, as well as their extended families, friends, and neighbours. Group II consisted of English language students at the Universidad de Oriente, Santiago de Cuba, and their extended families, friends, and neighbours. Group III consisted of the members of the researcher's host Cuban family, their extended families, friends, and neighbours.
520 $a Results indicate that culture has a significant effect on curriculum formation and implementation. Cuban ideology has produced a unique Cuban philosophy of pedagogy. Distinctly Cuban pedagogical practices have led to the development of a secondary music education system where students are employed as music professionals immediately after graduation from secondary school.
520 $a In a country that values participation in musical activities by all of its citizens, the profession of musician is seen as one of the most prized. While economic factors have severely influenced both curriculum development and implementation, positive social factors within Cuban society do play an integral role in the equation.
520 $a The study outlines the predominant ideological principles that appear to influence Cuban music education. In addition, the author highlights pedagogical practices that she has integrated into her teaching as a result of her research in Cuba. The study concludes with a listing of the perceived strengths of the Cuban music education system as well as a discussion of Cuban pedagogical and cultural practices that could be adapted in order to assist Canadian music educators.
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