자료유형  

 학위논문

Control Number  

0017162337

International Standard Book Number  

9798383225073

Dewey Decimal Classification Number  

780.7

Main Entry-Personal Name  

Conti, Giuliana.

Publication, Distribution, etc. (Imprint  

[S.l.] : University of Washington., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

179 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-01, Section: A.

General Note  

Advisor: Campbell, Patricia Shehan.

Dissertation Note  

Thesis (Ph.D.)--University of Washington, 2024.

Summary, Etc.  

요약There are many approaches to teaching and learning music, of which music listening is often underemphasized in music classrooms, despite the accessibility of equipment and services by teachers and students. The potential is there for teachers to connect their students to the broader landscape of music of diverse genres, styles, and cultures, and to support the discovery by students of music to suit their interests and needs. Music listening is an essential component of music learning, whether on its own or associated with performance or creative invention. It is also a means of self-exploration wherein the awareness by students of the world of music can take them deeply into themselves, and to their own self-regulation, as well as to broaden their reach to others and for social integration. Music listening can be an easily integrated component of music learning into all music classrooms as a way of understanding music's varied structures, sonorities, and messages and those who operate as professional music listeners and curators, including radio DJs, may offer valuable techniques.The purpose of this study was to explore the evolution of 24 radio DJs who were freeform, in that they rely on their personal knowledge and expertise across genres and cultures to program music of their choosing for their shows. All were employed at an internationally renowned radio station with a mission of musical discovery. With music educators in mind who seek to develop listening as a critical component within a curriculum aimed at shaping keen listeners, this research explores formal and informal means by which DJs have honed their interests in listening and ways in which they curate and communicate to listeners. As critical listeners and professional curators, the work of radio DJs can at times be akin to musically educating their listening audiences. This research focused on understanding the nature and scope of musical listening and learning experiences by radio DJs during their childhoods and adolescent years, with the intent of revealing circumstances that have led to their knowledge and skill set development which they rely on for their professional work.Findings reveal patterns between the agency and relevance the DJs sought out as children and adolescents, through their pursuit of music interactions that met these needs. Formal music learning experiences, encompassing school music education and private lessons, were not likely to meet these needs by virtue of prescriptive repertoire, inability to choose their instruments, and lack of alignment with their personal musical interests. Ultimately, DJs opted for music experiences outside of school and became self-taught in instruments of their choosing and/or avid music listening consumption. The four categories that facilitated the self-taught professional development of the music listening skills of radio DJs included positive experiences with music, developing musical interests, exerting agency over their musical choices, and access to necessary elements like time, technology, and independence that opened musical doors for them. The core rationale of music listening in the childhoods and adolescences of radio DJs was for their self-entertainment, musical discovery and curiosity, group socialization, sense of control over their own lives, enhanced overall well-being, and emotional self-regulation. The main influences that drove their development as professional listeners were directly connected to the skills they employ on their shows as professional radio DJs today, including how they choose music across sequences of songs, how they transition songs, who they program for, and how they attend to listener requests. Implications for music educators include a more thorough-going effort to incorporate music listening into the school curriculum in ways that encompass student interests and identities as well as the provision of class time for student exploration of music from the known to the new, across a wide span of styles and artists with the potential to delight, inspire, and provide comfort and strength.

Subject Added Entry-Topical Term  

Music education.

Subject Added Entry-Topical Term  

Music.

Subject Added Entry-Topical Term  

Music theory.

Index Term-Uncontrolled  

Constructivist Grounded Theory

Index Term-Uncontrolled  

Music educators

Index Term-Uncontrolled  

Music listening skills

Index Term-Uncontrolled  

Music classrooms

Added Entry-Corporate Name  

University of Washington Music

Host Item Entry  

Dissertations Abstracts International. 86-01A.

Electronic Location and Access  

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Control Number  

joongbu:655706