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This volume offers educators, higher education institutions,
communities and organizations critical understandings and resources
that can underpin respectful, reciprocal and transformative
educative relationships with First Peoples internationally. With a
focus on service learning, each chapter provides concrete examples
of how arts-based, community-led projects can enhance and support
the quality and sustainability of First Peoples' cultural content
in higher education. In partnership with communities across
Australia, Aotearoa New Zealand, Canada and the United States,
contributors reflect on diverse projects and activities, offer rich
and engaging first-hand accounts of student, community and staff
experiences, share recommendations for arts-based service learning
projects and outline future directions in the field.
Musical Gentrification is an exploration of the role of popular
music in processes of socio-cultural inclusion and exclusion in a
variety of contexts. Twelve chapters by international scholars
reveal how cultural objects of relatively lower status, in this
case popular musics, are made objects of acquisition by subjects or
institutions of higher social status, thereby playing an important
role in social elevation, mobility and distinction. The phenomenon
of musical gentrification is approached from a variety of angles:
theoretically, methodologically and with reference to a number of
key issues in popular music, from class, gender and ethnicity to
cultural consumption, activism, hegemony and musical agency.
Drawing on a wide range of case studies, empirical examples and
ethnographic data, this is a valuable study for scholars and
researchers of Music Education, Ethnomusicology, Cultural Studies
and Cultural Sociology.
Leadership and Musician Development in Higher Music Education
informs, challenges and evaluates the central practices, policies
and theories that underpin the preparation of future music leaders
and the leadership of music in higher education. In higher
education, it is often presumed that preparing for professional
work is the responsibility of the individual rather than the
institution. This anthology draws on the expertise of music
practitioners to present the complexities surrounding this topic,
exploring approaches to leadership development while addressing
prevalent leadership issues from multiple standpoints. Leadership
is an inherent part of being a musician: from the creative act
through to collaborative engagement, it is fundamental to creating
and sustaining a career in music. To expect musicians to develop
these necessary skills "on the job", however, is unreasonable and
impractical. What support might be given to those looking to
negotiate a career as a musician? In fourteen essays, contributors
from around the globe explore this question and more, questions
such as: How might leadership be modelled for aspiring musicians?
How might students learn to recognise, appraise and extend their
leadership development? How might institutional leaders challenge
curricular and pedagogical norms? Effective leadership development
for musicians is vital to the longevity of the profession -
Leadership and Musician Development in Higher Music Education is a
likewise vital resource for students, educators and future music
leaders alike.
Musical Gentrification is an exploration of the role of popular
music in processes of socio-cultural inclusion and exclusion in a
variety of contexts. Twelve chapters by international scholars
reveal how cultural objects of relatively lower status, in this
case popular musics, are made objects of acquisition by subjects or
institutions of higher social status, thereby playing an important
role in social elevation, mobility and distinction. The phenomenon
of musical gentrification is approached from a variety of angles:
theoretically, methodologically and with reference to a number of
key issues in popular music, from class, gender and ethnicity to
cultural consumption, activism, hegemony and musical agency.
Drawing on a wide range of case studies, empirical examples and
ethnographic data, this is a valuable study for scholars and
researchers of Music Education, Ethnomusicology, Cultural Studies
and Cultural Sociology.
Leadership of Pedagogy and Curriculum in Higher Music Education is
the second of a two-volume anthology dedicated to leadership and
leadership development in higher music education. Fifteen authors
write from multiple countries and contexts, exploring pedagogical
and curricular leadership challenges and successes from around the
globe. They draw attention to the dynamics of pedagogical
approaches which encourage learners' deep and agentic engagement,
considering the sustainability and scope of such interventions
while highlighting positive frameworks and approaches. As with its
companion volume, Leadership of Pedagogy and Curriculum in Higher
Music Education includes student commentary in which student
contributors give concrete ideas and recommendations for
facilitating and strengthening leadership development through
practical and equitable strategies with students, communities and
colleagues. The outcome is a collection of essays designed to offer
student musicians, higher education teachers and institutional
leaders theoretically informed and practical insights into the
development and practice of leadership.
This volume offers educators, higher education institutions,
communities and organizations critical understandings and resources
that can underpin respectful, reciprocal and transformative
educative relationships with First Peoples internationally. With a
focus on service learning, each chapter provides concrete examples
of how arts-based, community-led projects can enhance and support
the quality and sustainability of First Peoples' cultural content
in higher education. In partnership with communities across
Australia, Aotearoa New Zealand, Canada and the United States,
contributors reflect on diverse projects and activities, offer rich
and engaging first-hand accounts of student, community and staff
experiences, share recommendations for arts-based service learning
projects and outline future directions in the field.
Leadership and Musician Development in Higher Music Education
informs, challenges and evaluates the central practices, policies
and theories that underpin the preparation of future music leaders
and the leadership of music in higher education. In higher
education, it is often presumed that preparing for professional
work is the responsibility of the individual rather than the
institution. This anthology draws on the expertise of music
practitioners to present the complexities surrounding this topic,
exploring approaches to leadership development while addressing
prevalent leadership issues from multiple standpoints. Leadership
is an inherent part of being a musician: from the creative act
through to collaborative engagement, it is fundamental to creating
and sustaining a career in music. To expect musicians to develop
these necessary skills "on the job", however, is unreasonable and
impractical. What support might be given to those looking to
negotiate a career as a musician? In fourteen essays, contributors
from around the globe explore this question and more, questions
such as: How might leadership be modelled for aspiring musicians?
How might students learn to recognise, appraise and extend their
leadership development? How might institutional leaders challenge
curricular and pedagogical norms? Effective leadership development
for musicians is vital to the longevity of the profession -
Leadership and Musician Development in Higher Music Education is a
likewise vital resource for students, educators and future music
leaders alike.
Leadership of Pedagogy and Curriculum in Higher Music Education is
the second of a two-volume anthology dedicated to leadership and
leadership development in higher music education. Fifteen authors
write from multiple countries and contexts, exploring pedagogical
and curricular leadership challenges and successes from around the
globe. They draw attention to the dynamics of pedagogical
approaches which encourage learners' deep and agentic engagement,
considering the sustainability and scope of such interventions
while highlighting positive frameworks and approaches. As with its
companion volume, Leadership of Pedagogy and Curriculum in Higher
Music Education includes student commentary in which student
contributors give concrete ideas and recommendations for
facilitating and strengthening leadership development through
practical and equitable strategies with students, communities and
colleagues. The outcome is a collection of essays designed to offer
student musicians, higher education teachers and institutional
leaders theoretically informed and practical insights into the
development and practice of leadership.
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