Intersecting Cultures in Music and Dance Education

Beschreibung

This volume looks forward and re-examines present day education and pedagogical practices in music and dance in the diverse cultural environments found in Oceania. The book also identifies a key issue of how teachers face the prospect of taking a reflexive view of their own cultural legacy in music and dance education as they work from and alongside different cultural worldviews. This key issue, amongst other debates that arise, positions Intersecting Cultures as an innovative text that fills a gap in the current market with highly appropriate and fresh ideas from primary sources. The book offers commentaries that underpin and inform current pedagogy and bigger picture policy for the performing arts in education in Oceania, and in parallel ways in other countries.               
                    
Opens up lesser researched practices in dance and music education from Oceania Provides a thorough examination of music and dance issues through critical examination of issues such as colonisation, creative practices, hybrid pedagogies, marginalised voices etc. Gives music and dance educators insight into cultural ideas that affect music, dance and music/dance

Autor*in

Linda Ashley

Themen in »Intersecting Cultures in Music and Dance Education«

Arts education Cultural diversity Dance education Indigenous dance in New South Wales schools Indigenous knowledge in dance and music Intercultural education Kōrari a Māori martial dance form Music and dance in Micronesia Music education Tongan choreography Traditional dance creative practices in dance and music education cultural environment and music education cultural legacy in music and dance first nations culture education

Stimmen zu »Intersecting Cultures in Music and Dance Education«

Western dance and music educators usually know little about Oceania and issues underlying the teaching of their discipline in this part of the world. The value of this book, however, goes beyond simply informing them of such practices; it would be a useful resource for all educational scholars asking how teachers of music and dance can look reflexively at their own cultural legacy within the diverse cultural environments of the schools in which they practice. Higher education faculty providing inservice and preservice education will find many stories written in accessible language, often by classroom practitioners, appropriate for sharing with their undergraduate as well as graduate students in music and/or dance.  A number of them include the kind of reflexive thinking that contemporary teacher educators seek to encourage among their students.  Intersecting Cultures in Music and Dance Education: An Oceanic Perspective is an important contribution to 21st century pedagogical literature in music and dance. Susan W. Stinson, USA                         
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