Humane Music Education for the Common Good , livre ebook

HUMANE MUSIC EDUCATION FOR THE COMMON GOOD
COUNTERPOINTS: MUSIC AND EDUCATION
Estelle R. Jorgensen, editor
HUMANE MUSIC EDUCATION FOR THE COMMON GOOD
Edited by Iris M. Yob and Estelle R. Jorgensen
INDIANA UNIVERSITY PRESS
This book is a publication of
Indiana University Press
Office of Scholarly Publishing
Herman B Wells Library 350
1320 East 10th Street
Bloomington, Indiana 47405 USA
iupress.indiana.edu
2020 by Indiana University Press
All rights reserved
No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system, without permission in writing from the publisher. The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences-Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992.
Manufactured in the United States of America
Cataloging information is available from the Library of Congress.
ISBN 978-0-253-04690-1 (hardback)
ISBN 978-0-253-04691-8 (paperback)
ISBN 978-0-253-04694-9 (ebook)
1 2 3 4 5 25 24 23 22 21 20
CONTENTS
Introduction: Education for the Common Good in a Diverse World / Iris M. Yob
Part I Critique and Clarification
1 There Is No Other / Iris M. Yob
2 On the Perils of Wakening Others / Randall Everett Allsup
3 Music Education for the Common Good? Between Hubris and Resignation: A Call for Temperance / Hanne Rinholm and ivind Vark y
4 Doing the Common Good Work: Rebalancing Individual Preparation for with Collectivist Being / Kevin Shorner-Johnson
5 Music, Resistance, and Humane Vibrations / Ebru Tuncer Boon
Part II Pedagogy and Teacher Preparation
6 Inquiry-Based Learning: A Value for Music Education with Aims to Cultivate a Humane Society / Betty Anne Younker
7 A Humane Approach to the Studio / Christine A. Brown
8 The Tuning of the Music Educator: A Pedagogy of the Common Good for the Twenty-First Century / Emily Howe, Andr de Quadros, Andrew Clark, and Kinh T. Vu
9 Navigating Music Teacher Education toward Humane Ends / Joseph Shively
Part III Educating Others for the Common Good
10 Friendship, Solidarity, and Mutuality Discovered in Music / Luca Tiszai
11 Rethinking Vocal Education as a Means to Encourage Positive Identity Development in Adolescents / Emily Good-Perkins
12 Rethinking Education: The Four Pillars of Education in the Suzuki Studio / Blakeley Menghini
13 Music Education in Sacred Communities: Singing, Learning, and Leading for the Global Common Good / Mary B. Thomason-Smith
14 Working with Transgender Students as a Humane Act: Hospitality in Research and in Practice / Jacob Axel Berglin and Thomas Murphy O Hara
Part IV Elaborations and Expansions
15 Nourishing the Musically Hungry: Learning from Undergraduate Amateur Musicking / Susan Laird and Johnnie-Margaret McConnell
16 Dissociation/Reintegration of Literary/Musical Sensibility / Deanne Bogdan
17 A Humanistic Approach to Music Education: (Critical) International Perspectives / Alexandra Kertz-Welzel, Leonard Tan, Martin Berger, and David Lines
18 Toward the Discovery of Contemporary Trust and Intimacy in Higher Music Education / Eleni Lapidaki
Conclusion: On Making Music Education Humane and Good: Gathering Threads / Estelle R. Jorgensen
Index
HUMANE MUSIC EDUCATION FOR THE COMMON GOOD
INTRODUCTION
Education for the Common Good in a Diverse World
Iris M. Yob
A QUIET, BOOKISH YOUNG MAN WALKED INTO A LISON Beavan s honors chorus at Nauset High School on Cape Cod, Massachusetts, back in 2002. The moment was the beginning of a transformation. In his own assessment of the experience, Julian reports that he gained confidence and poise, his self-esteem grew, and he found his voice-literally and figuratively. Then word came down that the Nauset Regional School District had a $1.8 million budget gap. If left unfilled by voters at the Town Meeting, forty teaching and staff positions would be cut, including Alison Beavan s. Confronted by the likely elimination of his favorite teacher and the music department, Julian mobilized a student-led effort to persuade voters at four town meetings to fully fund the budget with a Proposition 2 override. He and his classmates wrote a brochure to taxpayers outlining what would be lost to quality education if the cuts were sustained and mailed it to thousands of households; he and his peers made impassioned speeches about the vitality of a quality education, one that included music and the arts. Their efforts were successful, and the budget override was passed at all four town meetings.
Today that young man, Julian Cyr, is a member of the Massachusetts State Senate, where he works hard on issues around clean water, affordable housing, the impact of changing climate patterns, employment opportunities, substance abuse, education, the value of music and arts education, and other issues that can improve the lives of people in his district and across the commonwealth. At the heart of this good-news story is a music educator, Ms. Beavan. Her work with the young people in her school chorus exemplifies the double-pronged influence teachers can have on the greater public welfare: first by the positive and humane impact they can have on the lives of individuals in their classes and then by giving those students the confidence and imagination, along with the skills and knowledge, to contribute to the common good.
This is the vision guiding the recent United Nations Educational, Scientific, and Cultural Organization (UNESCO) report, Rethinking Education: Towards a Global Common Good? 1 It suggests how education can respond to the challenges of our day in purpose, policy, and pedagogy in a way that respects and nurtures all members of the human family. Against this backdrop, the humanities and the arts have an important and even unique role to play, for it is in these arenas of endeavor among others that the human spirit finds expression and can be nurtured. The contributors to this collection explore, analyze, apply, critique, and expand these ideas as they relate to music education. More precisely, the contributors investigate how the music classroom, studio, rehearsal space, performance venue, religious site, and wherever else there is music making and music taking can be centers for contributing to the common good. The central question addressed by our writers in this collection is the following: How can music education, by adopting a humane approach across its many contexts and for its variety of learners, contribute to the common good?
The UNESCO Reports
The 2015 report Rethinking Education follows two preceding reports from UNESCO: Learning to Be: The World of Education Today and Tomorrow (1972), also known as the Faure report, and Learning: The Treasure Within (1996), referred to as the Delors report. 2 The writing teams, made up of Senior Experts in the field of education, were commissioned to analyze the challenges to education around the world at the time of writing and the educational practices responding to those challenges, and then offer recommendations for aligning education more closely with the realities of the day. 3 It is interesting to follow the development of ideas and the continuities/discontinuities across time and across these successive publications with the same intent and from the same source.
In one instance of discontinuity among the reports, the Faure report was written and presented by an all-male team and, not surprisingly, couched in the male-dominated language of the day, suggesting to readers a very masculine view of education and its role in the world, with talk of the complete man, his nature, his potential, his progress, his technology, and his genius. The report, however, did lament higher illiteracy rates among women and girls and their lower participation in schooling as one indicator of a developing nation compared with an industrialized one. 4 The Delors team, which included a better balance of men and women, also addressed the topic of the education of women and girls, strongly and explicitly encouraging greater focus on their development. Rethinking Education adds the violence against women and girls around the world and the lack of educational access afforded to them as explicit areas of social concern and action in the world of the twenty-first century.
Another discontinuity from report to report is the striking way in which they move successively away from a modernist understanding of the role of education to a more postmodernist stance. In the first of the series, straightforward assertions were offered on a number of topics and data sets, leading directly to announcing goals and processes for education. This confidence was bolstered even more by the second report, which unabashedly saw the right kind of education leading to utopia for all, and words such as universal are found throughout-although even in this report, the modernist bent is somewhat ameliorated by acknowledgement of the value of a cautious measure of decentralization. 5 By 2015, however, the certainty in tone is diminished. The world is seen much more for its complexity and diversity. Even the subtitle of this last publication suggests less assurance about providing a unanimous and comprehensive plan for the future of education world-wide, concluding with a question mark- Towards a Global Common Good?- where towards suggests adaptability and flexibility going forward, and the very idea of a common good is questioned. Addressing this latter point, the writers significantly propose that the diversity of contexts and conce