Learning, Teaching, and Musical Identity: Voices Across Cultures

330 Pages·2011·1.79 MB·English

by  Lucy Green (Editor)

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Musical identity raises complex, multifarious, and fascinating
questions. discussions in this new study consider how learning Teaching
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individuals construct their musical identities in relation to
their experiences of formal and informal music teaching
and learning. Each chapter features a different case study g and Musical idenTiTy
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situated in a specific national or local sociomusical context,
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spanning 20 regions across the world. subjects range from e
Voices across Cultures
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ghanaian or Balinese villagers, festival-goers in Lapland, and
children in a south african township to north american
and British students, adults and children in a Cretan
brass band, and gujarati barbers in the indian diaspora.
LuCy grEEn is Professor of Music Education at the London
university institute of Education and author of Music on Deaf Ears;
Music, Gender, Education; How Popular Musicians Learn; Music, Informal
Learning and the School: A New Classroom Pedagogy; and How Popular
Musicians Learn: A Way Ahead for Music Education.
CountErPoints: MusiC and EduCation
Estelle R. Jorgensen, editor
indiana
Edited by
University Press
Bloomington & Indianapolis lucy green
iupress.indiana.edu indiana
1-800-842-6796
Learning, Teaching, and
Musical Identity
Counterpoints: Music and Education
Estelle R. Jorgensen, editor
Learning, Teaching, and
Musical Identity
Voices across cultures
Edited by Lucy Green
Indiana University Press
Bloomington & Indianapolis
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Contents
· acknowledgments vii
· introduction: The Globalization and localization of
learning, teaching, and Musical identity · Lucy Green 1
1 The Permeable classroom: learning, teaching, and
Musical identity in a remote australian aboriginal
Homelands school · Kathryn Marsh 20
2 Popular Music listening as “Non-resistance”:
The cultural reproduction of Musical identity
in Japanese Families · Kyoko Koizumi 33
3 From Homeland to Hong Kong: The Dual
Musical experience and identity of Diasporic
Filipino Women · Annie On Nei Mok 47
4 Village, Province, and Nation: aspects of identity in children’s
learning of Music and Dance in Bali · Peter Dunbar-Hall 60
5 Music for a Postcolonial child: Theorizing
Malaysian Memories · Roe-Min Kok 73
6 continuity and change: The Guru-Shishya relationship in
Karnatic classical Music training · Sophie Grimmer 91
7 “Music is in our Blood”: Gujarati Muslim
Musicians in the uK · John Baily 109
8 Greek Popular Music and the construction of
Musical identities by Greek-cypriot school
children · Avra Pieridou-Skoutella 128
vi · contents
9 Music-learning and the Formation of local
identity through the Philharmonic society Wind
Bands of corfu · Zoe Dionyssiou 142
10 Playing with Barbie: exploring south african
township children’s Musical Games as resources
for Pedagogy · Susan Harrop-Allin 156
11 Personal, local, and National identities in Ghanaian
Performance ensembles · Trevor Wiggins 170
12 Music Festivals in the lapland region: constructing
identities through Musical events · Sidsel Karlsen 184
13 shaping a Music teacher identity in
sweden · Eva Georgii-Hemming 197
14 icelandic Men and Their identity in songs
and in singing · Robert Faulkner 210
15 Discovering and affirming Musical identity
through extracurricular Music-Making in english
secondary schools · Stephanie Pitts 227
16 scottish traditional Music: identity and the
“carrying stream” · Charles Byrne 239
17 Performance, transmission, and identity among ireland’s
New Generation of traditional Musicians · John O’Flynn 252
18 Fostering a “Musical say”: identity, expression, and Decision
Making in a us school ensemble · Sharon G. Davis 267
19 Diversity, identity, and learning styles among students
in a Brazilian university · Heloisa Feichas 281
20 siMPhonic island: exploring Musical identity and
learning in Virtual space · Sheri E. Jaffurs 295
· list of contributors 309
· index 315
Acknowledgments
i would like to thank estelle Jorgensen for her warm encouragement when
i once mused about an idea for an edited book on learning, teaching,
and musical identity; and Jackie Wiggins for her support and enthusiasm
about the initial plans. Jane Behnken and all the team at indiana univer-
sity Press have made the publication process as pleasurable and smooth
as it could be. When i took on the task of putting the book together i
imagined much of the work would be arduous, and that the “donkey-
work” would be tiresome. This has by no means been my experience. it
has been a pleasure and a joy to work with every one of the authors repre-
sented here, and my heartfelt thanks go to them all for their enthusiasm,
efficiency—and willingness to answer all my e-mails extremely quickly!
But most of all i thank them for carrying out and sharing their fascinat-
ing work.
Lucy Green
institute of education
university of london
london, uK

Learning, Teaching, and
Musical Identity