Intersections between ethnomusicology, music education, and community music
Intersections between ethnomusicology, music education, and community music
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民族音乐学、音乐教育和社区音乐之间的交叉点
DOI：
10.1093/oxfordhb/9780199351701.013.21
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发表时间：
2015
影响因子：
0.7
通讯作者：
L. Higgins
中科院分区：
文献类型：
--
作者：
P. Campbell;L. Higgins
近几十年来，民族音乐学和教育领域充满活力的激进音乐家的融合，导致了学校、社区场所和大学校园的课程内容和教学过程的变化。特别是在北美社区，在英国，在欧洲，在澳大利亚，新西兰和新加坡，学校和社会的多样性要求促使教师扩大和多样化他们在小学和中学课堂上的音乐。包括大学教授在内的各行各业的教师，他们在寻找多文化的歌曲、器乐作品、舞蹈和精选的歌曲时，会在国内和国际发行的出版公司的目录中找到这些歌曲，并在互联网上找到民族音乐学家实地考察的结果，以应用于他们的课程实践和项目。学院、音乐学院和大学的高等教育学生越来越多地在他们的学位课程中加入民族音乐学和世界音乐表演课程，而他们的音乐教授（通常不是受过训练的民族音乐学家）正在寻找通过各种资源（包括邀请当地社区音乐家和文化承载者）使他们的课程内容多样化的方法。实践教师作为在职教师参加了一系列短期（和长期）在职课程，以填补他们早期大学音乐教育学位课程所创造的知识空白，他们正在向民族音乐学家和教育工作者的合作团队学习（并遵循民族音乐学家的作品，包括课程阅读和听力列表），以磨练他们对世界音乐教学的理解和技能。随着社区音乐作为一种真正的专业途径和有影响力的运动的兴起，强调通过非正式学习的包容，教师们正在成长
The intermingling of dynamic activist-musicians in ethnomusicology and education in recent decades has resulted in changes to curricular content and instructional process in schools, in community venues, and on university campuses. Particularly in North American communities, but also in the United Kingdom, across Europe, in Australia, New Zealand, and Singapore, diversity mandates in schools and society have prompted teachers to expand and vary the music they feature in their elementary and secondary school classrooms. Teachers in a wide variety of venues, including university professors, who seek a multicultural array of songs, instrumental pieces, dance, and listening selections are locating them in the catalogues of publishing companies with national and international distribution and on the Internet, where they are finding the results of fieldwork by ethnomusicologists to apply to their curricular practices and programs. Tertiarylevel students in colleges, conservatories, and universities are increasingly enrolling in ethnomusicology and world music performance courses in their degree programs, while their professors of music (often not trained ethnomusicologists) are finding ways to diversify the content of their programs through various resources (including invitations to local community musicians and culture-bearers). Practicing teachers are participating as in-service teachers in an array of short-(and longer-) term in-service courses to fill the gaps of knowledge created by their earlier university degree programs in music education, and they are learning from collaborative teams of ethnomusicologists and educators (and following on the works of ethnomusicologists that comprise the course reading and listening lists) in honing their understandings and skills in world music pedagogy. With the rise of Community Music as a bona fide professional pathway and influential movement that emphasizes inclusion through non-formal learning, teachers are growing an