Abstract
In the preceding chapters I have argued that we live in worlds of music that are socially constructed, but which we adapt and configure also in individual ways. I also emphasized the importance of values for the development of musical understanding and appreciation. This chapter now aims to investigate the planes of intersection between schools (formal education) and musical worlds (largely informal education). My intention is to explore potentials of an educational approach that takes the structural and normative aspects of musical worlds into consideration and utilizes this knowledge to best effect. Again, as in other chapters, I have invited critique from respected educators to stimulate discourse.
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Notes
- 1.
Cf. Bjørkvold, R. (1992). The muse within (Translation Al. L. Lloyd). New York: Harper Collins; Mans, M. E. (1997). Namibian music and dance as ngoma in arts education. Unpublished D.Phil. Dissertation, Music Department, University of Natal, South Africa.
- 2.
Cf. Articles 12, 13, 14, 29 in the Convention on the Rights of the Child.
- 3.
Frederickson & Collins, 1989, cited in Hargreaves, 2007.
- 4.
Hargreaves, 2007, p. 187, emphasis in original.
- 5.
Ibid., 2007.
- 6.
Stoller, 1989, p. 101.
- 7.
Sæther, 1986, p. 23, my translation.
- 8.
Drummond, 2008.
- 9.
Welsch, 1999, p. 6.
- 10.
Berkaak, 1983, p. 80, my translation.
- 11.
Lundström, 1993, my translation.
- 12.
Saether, 2003.
- 13.
Saether, 2003, p. 123.
- 14.
Saether, 2008.
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Mans, M. (2009). Educating in Living Musical Worlds. In: Living in Worlds of Music. Landscapes: the Arts, Aesthetics, and Education, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2706-1_5
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DOI: https://doi.org/10.1007/978-90-481-2706-1_5
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