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I have thought that students who participate in their school band are inherently engaged in learning. That is not necessarily so. As established through various agreements around engagement, it is more than just doing. In a traditional band setting, students … Continue reading
Sometimes, you need to step away; and, I stepped away for nearly three years. Here is what I’m currently working on: Engagement For decades, it has been widely agreed that engagement in schools refers to students’ behaviors with which they intensely … Continue reading
I am drawn toward a pluralist perspective on the purpose, importance, and placement of music in our public and private lives. Music education sits at an intersection of interpretive and critical epistemologies. I understand music to be an opportunity that … Continue reading
It is the school band, comprised of a plurality of students – amateurs – who are participating for many different reasons. Kaplan (1966) refers to Reimer and says that we weaken the position of music education when we provide unnecessary … Continue reading
After my Jan. 6 posting, my concern about presenting to/with peers in a forum to confront v. being confrontational, I feel that I accomplished what I hoped I would – healthy, thoughtful engagement of individuals around a professional concern, dilemma, … Continue reading
Glaser (2005) reframes issues around confrontation to say, “Confronting the truth takes courage. Yet, it doesn’t have to be confrontational.” When considering collaborations, she outlines how confrontations can manifest, suggesting that the confrontations stem from “I-centric” thinking. For a few … Continue reading
Current practices in the pedagogical band world privilege and sustain one kind of musicality, or relationship with/to music, over alternative musical subjectivities. To the extent that this is the result of unquestioningly reproductive rather than mindful practice, music educators involved with pedagogical wind … Continue reading