Advertisement

Through Music to Postgraduate Study

  • Sue Buchan
Chapter
  • 477 Downloads

Abstract

This chapter tells the story of the influence and role of music in my circuitous path into postgraduate study. It describes how reading, reflecting and writing on the role of music and music education in my life, has awakened and shaped my understanding of the value of music education in developing the potential of all children. As I recount this journey, I reflect on the extent to which my own personal relationship with the approach in music education known as Orff Schulwerk, has shaped my desire to continue to explore my understanding of the importance for children of music-making within the context of community.

Keywords

Postgraduate Student Independent School Postgraduate Study Music Education Music Lesson 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Campbell PS. What Music Really Means to Children. Music Educators Journal. 2000;86(5):32–36. doi: 10.2307/3399634.CrossRefGoogle Scholar
  2. Csikszentmihalyi M. Flow - The Psychology of Optimal Experience. New York: Harper Perennial Modern Classics; 1990.Google Scholar
  3. Gammon V. What is Wrong with School Music - a response to Malcolm Ross. British Journal of Music Education. 1996;13:101–122.CrossRefGoogle Scholar
  4. Gendlin ET. Focusing. New York: Bantam Books; 1981.Google Scholar
  5. Goodkin D. The ABC’s of Education. San Francisco: Pentatonic Press; 2006.Google Scholar
  6. Greene M. Releasing the Imagination - Essays on Education, the Arts and Social Change. San Francisco: Jossey-Bass; 1995.Google Scholar
  7. Greene S, Hogan D. Researching Children’s Experience. London: Sage; 2005.Google Scholar
  8. Hunsberger W, editor. A Recursive Path. Rotterdam: Sense Publications; 2009.Google Scholar
  9. Kenny DT. The Role of Negative Emotions in Performance Anxiety. In: Juslin P, Sloboda J, editors. Handbook of Music and Emotion - Theory, Research, Applications. Oxford: Oxford University Press; 2010.Google Scholar
  10. Lather P. Getting Lost - Feminist Efforts Towards a Double(d) Science. Albany: State University of New York; 2007.Google Scholar
  11. Levy, J. J., Castille, C. M., & Farley, J. A. (2011). An Investigation of Musical Performance Anxiety in the Marching Arts. [Article]. Medical Problems of Performing Artists, 26(1), 30-34.Google Scholar
  12. Mathieu, W. (2008). The Listening Book and The Musical Life: Second Spirit Music.Google Scholar
  13. Nachmanovitch S. Free Play - Improvisation in Life and Art. New York: Jeremy P. Tarcher/Putnam; 1990.Google Scholar
  14. Papageorgi I, Hallam S, Welch GF. A conceptual framework for understanding musical performance anxiety. Research Studies in Music Education. 2007;28(1):83–107. doi: 10.1177/1321103x070280010207.CrossRefGoogle Scholar
  15. Pascoe R, Leong S, MacCallum J, Mackinlay E, Marsh K, Smith B, et al. National Review of School Music:augmenting the diminished. Canberra: Australian Government; 2005.Google Scholar
  16. Pearl A, Knight T. The Democratic Classroom. Cresskill, New Jersey: Hampton Press; 1999.Google Scholar
  17. Ryan C. Experience of Musical Performance Anxiety in Elementary School Children. International Journal of Stress Management. 2005;12(4):331–342.CrossRefGoogle Scholar
  18. Small C. Musicking - The Meanings of Performing and Listening. Middletown, Connecticut.: Wesleyan University Press; 1998.Google Scholar
  19. Turino T. Music as Social Life - The Politics of Participation. Chicago: The University of Chicago Press; 2008.Google Scholar
  20. van Manen M. Researching Lived Experience. London Ontario: The University of Western Ontario; 1990.Google Scholar

Copyright information

© Sense Publishers 2012

Authors and Affiliations

  • Sue Buchan

There are no affiliations available

Personalised recommendations