ethanporcaro/eric-fulltext-meta huggingface dataset:
The Provision of Classroom Music Programs to Regional Victorian Primary Schools
Author: Heinrich, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Music Education,Elementary Schools,Rural Areas,Music,Foreign Countries,Mixed Methods Research,Music Teachers,Teacher Attitudes,Preservice Teacher Education,Preservice Teachers,Teacher Role,Undergraduate Study,Postsecondary Education,Curriculum Design,Access to Education,Elementary Education,Educational Policy,Financial Support,Teacher Surveys,Questionnaires,Principals,Comparative Analysis

Anecdotal evidence suggests that many schools in rural areas, do not operate classroom music programs due to a shortage of qualified staff and with access to tertiary music education rapidly diminishing in regional Victoria, there is little indication that the situation will improve. This paper reports on a mixed methods research project that shows numbers and types of music programs operating in rural primary schools and universities, then how music teachers perceived their roles and undergraduate preparation for music teaching. The findings show that tertiary specialist music education has all but disappeared from regional Victoria. Principals are struggling to find staff to teach music in their schools and only a small percentage of responding music teachers were qualified specialists. Pre-service training in music is seen to be lacking in both quantity and quality and teachers are highly critical of the placement of music within the Arts Key Learning Area particularly when it comes to reporting. The article concludes that despite the arts' inclusion in the new &quot;Australian Curriculum&quot;, Victorian primary schools students will not have equality of access to music education until there is an increase in status/funding of music education and accordingly, in the number of music teachers being educated. (Contains 4 figures and 3 tables.)
What Would Peggy Do? 14th Annual Peggy Glanville-Hicks Address 2012
Author: Harvey, Michael Kieran
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Transcripts (Written Records),Music Appreciation,Music Theory,Conference Papers,Classical Music,Change Agents,Intellectual History,Social History,Cultural Context,Annual Reports,Change Strategies

The New Music Network established the Peggy Glanville-Hicks Address in 1999 in honour of one of Australia's great international composers. It is an annual forum for ideas relating to the creation and performance of Australian music. In the spirit of the great Australian composer Peggy Glanville-Hicks, an outstanding advocate of Australian music delivers the address each year, challenging the status quo and raising issues of importance in new music. In 2012, Michael Kieran Harvey was guest speaker presenting his Address entitled What Would Peggy Do? at the Sydney Conservatorium on 22 October and BMW Edge Fed Square in Melbourne on 2 November 2012. The transcripts are reproduced with permission by Michael Kieran Harvey and the New Music Network.
The Bands Culture in Victoria, Australia: Live Music Benefits Career Paths, Employment and Community
Author: Watson, Amanda
Date: 2012-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Music Education,Employment,Music,Foreign Countries,Musicians,Industry,Career Development,Employment Potential,Talent,Financial Support

This study explores the career paths, employment, business opportunities and community contributions made available through the provision and development of the contemporary performance bands' culture in the State of Victoria. It is framed with the support given to live music performers by Arts Victoria, Small Business Victoria and Music Victoria. Central to this study are two foci, first the identification of the issues and challenges of running a successful music business, which in turn leads to a contemporary performing musician being able to build a sustainable career. And second, companion employment and professional opportunities--not specifically aligned with the music industry--that also provide a variety of career paths, and enable the development of successful businesses, whilst supporting musicians' career development. Excellence in musical skills alone is not sufficient for a musician to achieve and sustain financial security from a career in the music industry. This study highlights the success of the government financial activity that supports the contemporary live performance bands' culture in Victoria. In 2009-2010 the live music industry contributed more than $AUD500 million to the Victorian economy. The Victorian Government has supported a suite of programs such as FReeZA, Contemporary Music and Live Development, &quot;Face the Music&quot; conference, a small business festival and targeted mentoring for musicians playing in bands and their businesses have all played a significant role. These programs have contributed to the development of sustainable practices for performing musicians.
City Beats: A Creative Community Partnership Initiative at ArtPlay
Author: Jeanneret, Neryl
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Community Development,Partnerships in Education,Program Effectiveness,Program Evaluation,Artists,Learner Engagement,Creative Development,Art Activities,Music Activities,School Community Programs,Musical Composition,Music Education,Social Psychology

The City of Melbourne's ArtPlay is open to children and young people aged 3-13 years, and provides a wide range of artist-led programs that serve a broad community within and outside the municipality. Its sister facility, Signal, caters for young people 13-22 years. An Australia Council of the Arts funded Creative Community Partnership Initiative, the &quot;ACCESS Program,&quot; implemented at ArtPlay and Signal, involved diverse groups of children, families and young people in four artist-led projects. The projects were assessed using a researcher developed creative and community development evaluation framework. This article reports on one of these projects, City Beats, which involved a partnership between the Melbourne Symphony Orchestra and ArtPlay. (Contains 3 figures and 5 footnotes.)
The Art of Pianism Meets Science, Sustainable Performance: Use of Arm Weight
Author: James, Barbara
Date: 2012-00-00
Type: Journal Articles
Subjects: Prevention,Injuries,Acoustics,Teaching Methods,Energy,Human Body,Motor Reactions,Musical Instruments,Music,Music Theory,Music Teachers,Psychomotor Skills,Musicians

Playing the piano can result in intense muscular activity with the potential to cause injury to the hand and fingers. It was reasoned some time ago that technique had to be made sustainable. This resulted in the exploration of ways to make muscular use more economic in playing because even small energy savings are worthwhile in making technique physiologically efficient. The substantial changes in the musical environment including keyboards led musical theorists of more than a century ago to respond with technical concepts applying mechanical and physiological principles to technique based on efficient muscle use. One solution was to use arm weight with the assistance of gravity, an ever-present force affecting our body movements, particularly downward vertical movements. Recent neuroscience research examined the effect on muscle activity by a process of lifting the hand and dropping it onto the keys and comparing with a downstroke generated at key level. Results showed that gravity could be used successfully, with enhanced efficiency of muscular use and a reduction in the finger-key force generated. Playing expressively with increased tempo or sound level intensified finger force, but increasing both simultaneously had a very more detrimental effect on force levels, particularly through increasing the sound level. It was also deleterious to movement organisation in these circumstances and could result in reduced performance time without fatigue. The outcomes of the studies are explained in terms of mechanical and functional principles. The implications of the findings include the need to apply the findings to teaching strategies for application to performance itself. Piano practice also needs careful consideration and the need for education in injury prevention so individuals know how to protect themselves. Pedagogy aimed at teaching children is another urgent area of attention. (Contains 2 figures and 3 footnotes.)
On the Possibility of Friendship between Teachers and Students: The Pedagogical Suspension of the Amical
Author: Loving, Gregory D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Intimacy,Friendship,Teaching Methods,Power Structure,Educational Philosophy

The discussion participants follow Aristotle in deciding that friends are concerned with each other's welfare for their own sake and cannot be reduced to utility or pleasure, adding that the contemporary notion of friends involves the notion of equal overall power. They find three difficulties with teachers and students being friends. First, friendship requires a bias for the friend that is inappropriate to the teacher-student relationship. Second, the classroom requires one-way bureaucratic judgment that mere learning between friends does not, which necessarily involves an imbalance of power. Third, friendships require time and intimacy to form, which is rarely possible in the restricted setting of the educational system. Although teachers and students may rarely become friends in the larger flow of events, the teacher must normally suspend the possibility of friendship within the classroom relationship. (Contains 16 footnotes.)
Toward a Post-Institutional Philosophy of Education
Author: Kline, Kip
Date: 2012-00-00
Type: Journal Articles
Subjects: Neoliberalism,Educational Philosophy,Scholarship,Intellectual Disciplines,Postmodernism,Institutional Characteristics,Educational Research

In this presidential address, the author wants to argue that one should imagine the field of philosophy of education to be in or at least moving into a post-institutional moment. He will articulate caveats to this argument and hope that they will clarify his position and not render it timid or less interesting. First, the author wants to be clear about what he means by a post-institutional moment. He does not mean to suggest that there is no work in philosophy of education that is not explicitly tethered to institutions (read=schools). The journals in the field attest to that. Still, it seems the majority of scholarship in foundations of education and even specifically in philosophy of education is connected to the workings of schools in some way. He is suggesting a new "focus" is in order, not an altogether new kind of scholarship. His argument here is that philosophy of education might serve itself well to shift its focus from transformationism to postmodernism in the sense that educators are not likely to wrest modern schools from the grips of neoliberalism, yet they can pursue philosophical questions about the nature of knowledge and of the self "after" the heyday of modern institutions and other lines of inquiry that are related to education conceived in the broadest sense in order to contribute to important conversations at the end of modernity and its institutions. (Contains 26 footnotes.)
A Sketch of Politically Liberal Principles of Social Justice in Higher Education
Author: Bull, Barry L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Freedom,Social Justice,Political Attitudes,Democracy,Economic Progress,Ethnic Groups,Educational Philosophy,Public Education,Moral Values

In light of the importance and the potential danger of education during childhood for politically liberal societies, the author has devoted much of his professional career to thinking about and formulating the moral principles that should govern such a society's educational institutions. However, this task cannot be accomplished for all such societies in the abstract because there are many different configurations of politically liberal societies. Therefore, the author has focused on developing moral principles for the United States and possibly for societies that share many similarities to this country. The starting place for such principles is the most frequent considerations that Americans think relevant to their schools--liberty, democracy, equal opportunity, and economic growth. From these considerations, the author has attempted in "Social Justice in Education: An Introduction" to articulate the overlapping consensus that seems consistent with this way of thinking about schooling. This overlapping consensus consists of four principles for the conduct of public schooling during childhood: (1) Personal Liberty; (2) Democracy; (3) Equality of Opportunity; and (4) Economic Growth. In this article, the author wants to indicate three important features of these principles. First, they do not depend on a complete theory of justice for all of America's institutions because, in his judgment, a comprehensive overlapping consensus does not currently exist in the United States. Second, among the institutions that are not addressed specifically by these principles are institutions of higher education. Third, however, these principles appropriately modified might provide at least a partial basis for an overlapping consensus about higher education in that the general issues with which they deal figure prominently in Americans' conceptions of the purposes of colleges and universities in addition to schools. The real focus of this essay, then, is to consider whether it is possible to begin formulating an overlapping consensus for higher education based in part on the overlapping consensus about schools and in part on the distinctive ways that Americans think about those institutions and on the distinctive functions that they have in Americans' lives. (Contains 8 footnotes.)
Response to "A Sketch of Politically Liberal Principles of Social Justice in Higher Education" by Barry L. Bull
Author: Kimball, Bruce A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Social Justice,Political Attitudes,Educational Philosophy,Educational Policy,Educational Principles

The author wishes to thank Barry Bull for his excellent and stimulating paper, and he would like to pose five questions or points for his consideration in response. In preface to his first question, the author wants to say that he finds cogent and persuasive the discussion in the section "Issues for Political Liberalism in Higher Education" of reasons for a politically liberal society to take responsibility for higher education. He suggests that all of these "reasons" have to do with the "instrumental value," as Professor Bull says at one point, of education for politically liberal society. In other words, all these "reasons" explain ways in which education fosters political liberalism and prepares citizens for political liberalism. He makes this point because the term "reasons" and other wording in these pages and in the opening paragraphs of the section on "Political Liberalism and Children's Education" suggest that education, in its nature, is especially suited or important to politically liberal society. However, to make that argument would require a large discussion about the nature of education. The author's second question concerns the relationship between Rawls's views of justice as fairness and the politically liberal society. His third question concerns the relationship between empirical and normative claims in the essay, as well as the relationship between American society and political liberalism. His fourth question concerns what might be called the conceptual status of the four points that are presented in the essay and the accompanying table. His fifth and final question concerns the balance between personal and social considerations in formulating principles and policies that are politically liberal. (Contains 1 footnote.)
Retrieving Immortal Questions, Initiating Immortal Conversations
Author: Duarte, Eduardo M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Critical Theory,Criticism,Risk,Politics of Education,Educational Change

In his presidential address, which is included in this collection of papers, Kip Kline suggests that the time has arrived to redirect the work of philosophy of education away from the path of critical theory, and thus to depart from what he described as the discourse of "parrhesia." The author takes Kline's critique of critical philosophy of education to accurately indicate a failure amongst those who have taken up the tradition of "parrhesia" to take up the risk-taking venture of "parrhesia," i.e., to speak freely and fearlessly, or as Nietzsche exhorted, "to live dangerously!" And thus the author proposes that the time has arrived for "parrhesia" to be enacted as a practice of politics in the discursive field of philosophy of education through disruptive forms of writing that interrupt the conventional arrangement of communication within the arenas, or public realms, where the field is rooted and propagates itself. The piece that appears in this paper is part of the ongoing effort to take up an original philosophy of education, here and now, through revelatory forms of writing that might best be described by what Walter Benjamin calls "collection": "The true, greatly misunderstood passion of the collector is always anarchistic, destructive. For this is its dialectics: to combine with loyalty to an object, to individual items, to things sheltered in his care, a stubborn subversive protest against the typical, the classifiable." What is offered here is philosophy of education as "parrhesia": thought arranged freely, and outside the current convention of writing philosophy. It is "destructive," in the sense that it is a momentary interruption and redistribution of the discursive field. And, at the same time, it does not seek to act under an over-arching principle, nor to re-establish, nor reform the field. Hence, it is an-archic. (Contains 24 footnotes.)
Who Gets to Be a Philosopher? Dewey, Democracy & Philosophical Identity
Author: Rocha, Samuel D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Reflection,Democracy,Teachers,Self Concept

John Dewey provided philosophical accounts on an enormity of issues and ideas within the corpus of his work. Given his incredible productivity, it is especially difficult to locate any singular focus without almost immediately falling into oversimplification. There is, however, a concern that reoccurs with reliable frequency in his work. Dewey's commitment to democracy is, perhaps, the hallmark of his academic project that expresses, albeit implicitly at times, the spirit of his work. This is not an original claim, to be sure. Nonetheless, while many have considered the social, political, educational, and pragmatic elements of Dewey's commitment to democracy, there has yet to be extended reflection upon whether Dewey's democratic commitment opens the gates--even the floodgates--to the realm of philosophy. Therefore, the author's interest is to explore the potential within a Deweyan democratic vision for sketching, and expanding, some ideas on philosophical identity. At the core of this investigation is the foundational question: Who "is" a philosopher? That is, who exactly can "legitimately" claim to philosophize? These questions should be of particular interest within education, as philosophers of education insist on the need for philosophy in (professional) education, yet, at the same time, they seem hesitant to entertain the idea that, perhaps, schoolteachers are philosophers. In other words, while they generally agree that philosophy is essential for schoolteachers, there seems to be much less consensus among philosophers of education on whether schoolteachers are philosophers. (Contains 27 footnotes.)
Democratizing Laughter
Author: York, J. G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Learning Experience,Democracy,Humor,Democratic Values,Classroom Environment,Theories,Interpersonal Relationship

According to John Banas and colleagues, the research on laughter in the classroom indicates that a classroom full of laughter increases learning. In contrast, Plato argued that laughter is a vice and chastised those who would give in to it. Nonetheless, between the ancient concept of laughter as vice and the modern concept of laughter as learning tool, the author explores a way in which laughter can be central to the learning experience in American classrooms; that is, the way laughter can help to shape a more democratic learning environment. (Contains 24 footnotes.)
Realizing the Natural Self: Rousseau and the Current System of Education
Author: Peckover, Christopher
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Educational Objectives,Physical Environment,Social Environment,Educational Practices

Jean-Jacques Rousseau believed that Nature is master. Children acknowledge this truth perhaps better than most adults. Nature gives life to humanity and provides humans with the tools necessary to survive. Even as an infant, Nature urges the child to scream for nourishment. As children, humans trust their master. The idea of resisting their human nature does not exist. Although it is not natural for humans to remain children, it is also not natural for humans to resist Nature. But as the child matures into adulthood, social conditions deceive humans into thinking control is in the hands of humanity. The urge to heed Nature's call and fulfill one's self with natural sustenance is suppressed and replaced with the illusion of control. It is this attempt by humans to feed on the unnatural sustenance of control that leaves them starving for something more. For humans to satiate their hunger pangs, they must heed the call of Nature. Humans must be allowed to connect with the nature of their being. Modern society disrupts this connection through formal education. In the United States, formal education has been standardized. Education in the United States is not about connecting with the nature of one's being, but about the attempt to control the future by manipulating both one's natural urges and the natural environment to ensure individual economic gain. For a single human being, this illusion of control rests on the manipulation of one's actions. For a society of human beings, controlling the future requires all members to act in a predictable pattern in a predictable environment. Rousseau argues that a proper education is one that does not include constructs created by humans for the purpose of controlling other humans. A proper education is one that allows Nature to teach humans according to their nature. (Contains 40 footnotes.)
The Incorporation and Abjection of Official Knowledge
Author: Kearl, Benjamin Kelsey
Date: 2012-00-00
Type: Journal Articles
Subjects: United States History,Epistemology,Validity,Textbooks,American Indians,Textbook Content,Content Analysis,Whites,Reputation,Disproportionate Representation,Ideology,World Views,Minority Groups,Secondary Education,Eligibility,Curriculum,Psychiatry

In this essay, the author analyzes two theoretical perspectives--incorporation and abjection--that inform official knowledge generally and high school American history textbooks specifically. While contemporary textbooks increasingly depict the experiences of historically marginalized groups such as women, African Americans, Latinos, American Indians, and the poor, they continue to incorporate these groups through the restrictive practice of mentioning, which limits possible resistant teachings and/or readings of American history. In addition to discussing the limiting function of incorporation, the author also argues that textbooks abject knowledge deemed unfit for the curricular body of official knowledge and the selective tradition of American history. The psychoanalytic theory of abjection is the other side of incorporation and the contribution this essay makes to existent scholarship on official knowledge and textbooks. (Contains 33 footnotes.)