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Children's music making in The Gambi...

Koops, Lisa Huisman.

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Children's music making in The Gambia: Pathways to culturally informed music pedagogy.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Children's music making in The Gambia: Pathways to culturally informed music pedagogy./
作者:	Koops, Lisa Huisman.
面頁冊數:	270 p.
附註:	Adviser: Cynthia Crump Taggart.
Contained By:	Dissertation Abstracts International67-05A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3216143
ISBN:	9780542686665

Children's music making in The Gambia: Pathways to culturally informed music pedagogy.
Koops, Lisa Huisman.

Children's music making in The Gambia: Pathways to culturally informed music pedagogy. - 270 p.

Adviser: Cynthia Crump Taggart.

Thesis (Ph.D.)--Michigan State University, 2006.

With the intent of developing an approach to pedagogy that accounts for cultural elements of specific musical practices, the purpose of this research was to construct an ethnography of the children's music culture in a suburban community of The Gambia, West Africa. The specific problems of this study were to observe and describe the forms and meaning of children's music making as well as the musical pedagogical processes evident among children in The Gambia and to apply this information to the practice of teaching world musics in elementary general music settings.

ISBN: 9780542686665Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Children's music making in The Gambia: Pathways to culturally informed music pedagogy.
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245 1 0 $a Children's music making in The Gambia: Pathways to culturally informed music pedagogy.
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500 $a Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1678.
502 $a Thesis (Ph.D.)--Michigan State University, 2006.
520 $a With the intent of developing an approach to pedagogy that accounts for cultural elements of specific musical practices, the purpose of this research was to construct an ethnography of the children's music culture in a suburban community of The Gambia, West Africa. The specific problems of this study were to observe and describe the forms and meaning of children's music making as well as the musical pedagogical processes evident among children in The Gambia and to apply this information to the practice of teaching world musics in elementary general music settings.
520 $a During three months in The Gambia, I observed children playing and making music in home, school, and community settings; interviewed children and adults; attended adult-centered musical events; and learned to play many of the children's music games. I also video- and audio-taped observations of play sessions and interviews. The data from this study were organized into the following categories: forms of music making and repertoire, musical teaching and learning processes, and meaning and role of music in children's lives.
520 $a Gambian children exert agency, or power, control and authority, through their musical activities. In settings in which children have a greater degree of control, such as on the playground or during play sessions at home, children show their power through choice and use of language, movement, and attitude in songs, dances, and games.
520 $a Children in The Gambia teach themselves music. They are able to do this through a sequence of listening, observing, and doing musical activities. This self-directed process is supported by the rich musical environment, a cultural expectation to be musical, and the motivation to learn that is built into many musical activities.
520 $a Enjoyment is one of the central meanings of music in Gambian children's lives, linked in part to the opportunities for participation, interaction, and the exercise of agency within music making. Music is also used for cultural understanding, entertainment, education, and communication; enjoyment is linked to each of these functions.
520 $a Based on the results of this research, I identified three teaching pathways that can lead to culturally informed music pedagogy. First, teachers can improve teaching methodology of all musical practices by gaining and applying knowledge about the musical learning processes of children in other musical cultures, acknowledging and respecting children's agency in music making, and being flexible in weaving the changes required by these commitments into their existing teaching methodologies. Second, in exploring musical cultures and the role of music in people's lives, teachers can focus on helping their students to learn about a specific musical culture, such as Gambian children's music, and consider with students what music might mean to the Gambian children and its impact in their lives. Third, developing relationships between students, musical practices, and musicians can occur through introducing students to musical practices by listening to and learning to perform representative pieces, communicating with musicians, and possibly traveling to the geographical location to experience musical life there.
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