자료유형  

 학위논문

Control Number  

0017164382

International Standard Book Number  

9798384042471

Dewey Decimal Classification Number  

780.7

Main Entry-Personal Name  

Rivkin, Aaron.

Publication, Distribution, etc. (Imprint  

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

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

306 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-03, Section: A.

General Note  

Advisor: McCarthy, Marie.

Dissertation Note  

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

Summary, Etc.  

요약The purpose of this study was to explore the experiences of music teachers who participate in activist street bands, and to analyze and interpret how these experiences influence their outlook and approach to school music education. Activist street bands resemble traditional marching bands which play groove-based music, incorporate improvisation and composition, and engage in activist causes. Four music educators from across the United States who perform in activist street bands participated in this study. The research questions were: (1) How do participants recount their development as a musician, activist, and music teacher? (2) In what ways do participants describe their values and practices as a music teacher and their participation in activist street bands? (3) How do participants perceive connections among music, teaching, and activism? Data for this narrative study were collected using a background questionnaire and three interviews of participants. Stories were created through the process of reading and re-reading transcripts and were structured using Ollerenshaw and Creswell's (2002) three-dimension approach of continuity, situation, and interaction. Four self-contained chapters focused on the lives of the participants were followed by an analysis which connected narrative threads with related scholarship.The findings revealed participants were "musical explorers" and were open to experiences as music listeners, performers, and teachers. Musical exploration was at the core of their musician and teaching identities. They traversed boundaries and facilitated connections between their communities and classrooms. Musical enrichment, rejuvenation, and discovery in the community acted as an informal method of professional development for participants. They modeled lifelong music engagement to their students. Additionally, participants identified themselves as activist music educators. They cautiously navigated challenges to activism by facilitating activities focused on developing student voice in the music classroom. Implications included considering how school music programs can foster musicking with the goal of developing an understanding of multiple functions of music in society. Music teacher educators should encourage future music educators to find joy in music-making to sustain their musician identities. This study advances music education scholarship on the topic of the identity of music teachers who participate in community music activities such as activist street bands.

Subject Added Entry-Topical Term  

Music education.

Subject Added Entry-Topical Term  

Music.

Subject Added Entry-Topical Term  

Musical composition.

Index Term-Uncontrolled  

Music teachers

Index Term-Uncontrolled  

Traditional marching

Index Term-Uncontrolled  

Activist street bands

Index Term-Uncontrolled  

Professional development

Index Term-Uncontrolled  

Musicking

Added Entry-Corporate Name  

University of Michigan Music: Music Education

Host Item Entry  

Dissertations Abstracts International. 86-03A.

Electronic Location and Access  

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Control Number  

joongbu:657238