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Social Practice Methods in the Applied Flute Studio.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Social Practice Methods in the Applied Flute Studio./
作者:	Storey, Jillian Marie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	233 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-07, Section: A.
Contained By:	Dissertations Abstracts International83-07A.
標題:	Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28649324
ISBN:	9798759999799

Social Practice Methods in the Applied Flute Studio.
Storey, Jillian Marie.

Social Practice Methods in the Applied Flute Studio. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 233 p.

Source: Dissertations Abstracts International, Volume: 83-07, Section: A.

Thesis (D.M.A.)--The University of North Carolina at Greensboro, 2021.

This item must not be sold to any third party vendors.

The political, counter-cultural, and artistic movements of the 1960s and 1970s in the United States gave rise to a new artistic methodology called Social Practice. In Social Practice more value is placed upon the process of creating rather than in the result or product; experience culminates as final form. This is achieved through the intentional engagement and collective interaction between the artists and their audience-community members during the artistic process. After stumbling upon a cross-disciplinary course in Social Practice Methods during my time as a flute performance doctoral student, I realized that much of the writing, research, and examples came from visual art, dance, and theatre. Realizing the power that these processes and methods held to create more democratic, inclusive, and responsive artistic experiences, I sought to apply the same concepts to the undergraduate applied flute studio. I interviewed five current or former undergraduate flute professors in the United States to survey their teaching practices. Drawing upon the relevant research in music, I crafted my interview questions to address the following four major research topics:1. How has the individual's musical upbringing affected their teaching philosophies?2. What are the core values most important to their teaching philosophy?3. How are teachers shifting the focus of an applied flute education from product-driven learning to experiential learning?4. How are teachers applying socially-engaged practices within their studios?This document provides a narrative of the historical background of Social Practice Art, a review of relevant and applicable research in both general, university, and music education, a survey of music ensembles who are implementing processes found within Social Practice, and the conclusions I was able to draw from the interviews with the five teacher-participants. Ultimately, this research serves to facilitate and aid applied studio teachers seeking to utilize teaching practices that value democratization, student agency, and cooperative educational and performative structures that allow for transformative experiences and interconnectedness.

ISBN: 9798759999799Subjects--Topical Terms:

516178
Music.
Subjects--Index Terms:

Applied studio

Social Practice Methods in the Applied Flute Studio.
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520 $a The political, counter-cultural, and artistic movements of the 1960s and 1970s in the United States gave rise to a new artistic methodology called Social Practice. In Social Practice more value is placed upon the process of creating rather than in the result or product; experience culminates as final form. This is achieved through the intentional engagement and collective interaction between the artists and their audience-community members during the artistic process. After stumbling upon a cross-disciplinary course in Social Practice Methods during my time as a flute performance doctoral student, I realized that much of the writing, research, and examples came from visual art, dance, and theatre. Realizing the power that these processes and methods held to create more democratic, inclusive, and responsive artistic experiences, I sought to apply the same concepts to the undergraduate applied flute studio. I interviewed five current or former undergraduate flute professors in the United States to survey their teaching practices. Drawing upon the relevant research in music, I crafted my interview questions to address the following four major research topics:1. How has the individual's musical upbringing affected their teaching philosophies?2. What are the core values most important to their teaching philosophy?3. How are teachers shifting the focus of an applied flute education from product-driven learning to experiential learning?4. How are teachers applying socially-engaged practices within their studios?This document provides a narrative of the historical background of Social Practice Art, a review of relevant and applicable research in both general, university, and music education, a survey of music ensembles who are implementing processes found within Social Practice, and the conclusions I was able to draw from the interviews with the five teacher-participants. Ultimately, this research serves to facilitate and aid applied studio teachers seeking to utilize teaching practices that value democratization, student agency, and cooperative educational and performative structures that allow for transformative experiences and interconnectedness.
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