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Music Learning as Youth Development explores how music education
programs can contribute to young people's social, emotional,
cognitive, and artistic capacities in the context of life-long
musical development. International scholars argue that MLYD
programs should focus in particular on the curiosity, energy and
views of young people affecting the teachers, musicians, pedagogy,
programs, and music with which young people interact. From fields
of progressive music education, authors share their perspectives on
approaches that can lead to new ways of enabling youth learners as
they transition to adulthood. A vast range of possible outcomes
arising from in-school, afterschool, and community-based music
programs are examined in order to highlight the aspects of youth
development that music learning is particularly well-suited to
support. Following an introductory essay that provides new
perspectives on pursuing lifelong musical development, the volume
is features two primary sections. The first focuses on case studies
exploring several programs through the lens of the transitional
stages of music learning as youth development, helping the reader
understand key concepts and explore challenges for creating music
learning as youth development programs. The second section
addresses the broad implications and policy issues of programs
described, including discussing why music learning should be
conceived of as critical to formative stages of youth development
that can lead to a productive and fulfilling life. The conclusion
synthesizes the range of perspectives provided by eight
contributors and offers implications for life-long human
development through music in the 21st century.
Music Learning as Youth Development explores how music education
programs can contribute to young people's social, emotional,
cognitive, and artistic capacities in the context of life-long
musical development. International scholars argue that MLYD
programs should focus in particular on the curiosity, energy and
views of young people affecting the teachers, musicians, pedagogy,
programs, and music with which young people interact. From fields
of progressive music education, authors share their perspectives on
approaches that can lead to new ways of enabling youth learners as
they transition to adulthood. A vast range of possible outcomes
arising from in-school, afterschool, and community-based music
programs are examined in order to highlight the aspects of youth
development that music learning is particularly well-suited to
support. Following an introductory essay that provides new
perspectives on pursuing lifelong musical development, the volume
is features two primary sections. The first focuses on case studies
exploring several programs through the lens of the transitional
stages of music learning as youth development, helping the reader
understand key concepts and explore challenges for creating music
learning as youth development programs. The second section
addresses the broad implications and policy issues of programs
described, including discussing why music learning should be
conceived of as critical to formative stages of youth development
that can lead to a productive and fulfilling life. The conclusion
synthesizes the range of perspectives provided by eight
contributors and offers implications for life-long human
development through music in the 21st century.
"Fragments from the Big Piece" is a non-linear, stylized play
inspired by eastern bloc film noir. While exploring the dark
underbelly of the drug trade, the play simultaneously tells the
story of a man and a woman's crumbling relationship.
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