Music, Education, and Religion

Description

Music, Education, and Religion: Intersections and Entanglements explores the critical role that religion can play in formal and informal music education. As in broader educational studies, research in music education has tended to sidestep the religious dimensions of teaching and learning, often reflecting common assumptions of secularity in contemporary schooling in many parts of the world. This book considers the ways in which the forces of religion and belief construct and complicate the values and practices of music education—including teacher education, curriculum texts, and teaching repertoires. The contributors to this volume embrace a range of perspectives from a variety of disciplines, examining religious, agnostic, skeptical, and atheistic points of view. Music, Education, and Religion is a valuable resource for all music teachers and scholars in related fields, interrogating the sociocultural and epistemological underpinnings of music repertoires and global educational practices.

Introduction / Alexis Anja Kallio, Heidi Westerlund, and Philip Alperson

Part I: Tensions and Negotiations

1. On the Role of Religion in Music Education / Estelle Jorgensen

2. Selective Affinities: Concordance and Discordance at the Intersection of Musical, Educational, and Religious Practices / Philip Alperson

3. The Performativity of Performance: Agency at the Intersection of Music and Religion in School / Heidi Westerlund, Alexis Anja Kallio and Heidi Partti

Part II: Identity and Community

4. Shaping Identities in and through Religious Music Engagement: A Case Study of an Australian Catholic Girls' School / Janelle Colville Fletcher and Margaret S. Barrett

5. Religion and the Transmission of Thai Musical Heritage, in Thailand and the United States of America / Pamela Moro

6. The Believing-Belonging Paradigm: Music, Education, and Religion in Contemporary Serbia / Ivana Percoviç and Biljana Mandiç

7. Religious Repertoire in General Music Education: Spiritual Indoctrination or Cultural Dialogue? / Lauri Väkevä

Part III: Navigating New Worlds

8. Mysterium Tremendum et Fascinans: Spiritual and Existential Experience and Music Education / Øivind Varkøy

9. The Sacred Sphere: Its Equipment, Beauty, Functions, and Transformations under Secular Conditions / Maria B. Spychiger

10. Music Education as Sacred Practice: A Philosophical Exploration / Frank Heuser

11. Advocatus Diaboli: Revisiting the Devil's Role in Music and Music Education / Alexandra Kertz-Welzel

Part IV: Emancipation, Regulation, and the Social Order

12. The Humanist Defense of Music Education in Civil and Religious Life: The Praise of Musicke (1586) and Apologia Musices (1588) / Hyun-Ah Kim

13. The Curious Case of "Good Morning Iran": Music and Broadcast Regulation in the Islamic Republic / Erum Naqvi

14. When Hell Freezes Over—Black Metal: Emancipatory Cosmopolitanism and/or Egoistic Protectionism? / Ketil Thorgersen and Thomas von Wachenfeldt

Part V: Agency and Social Change

15. Radical Musical Inclusion in Higher Education: The Creation of Foundation Music at the University of Winchester / June Boyce-Tillman

16. Religious Identities Intersecting Higher Music Education: An Israeli Teacher Educator as a Boundary Worker in an All-Female Ultra-Orthodox Jewish Context / Laura Miettinen

17. Religion and Music in an Education for Social Change / Iris M. Yob

18. Dancing on the Limits: An Interreligious Dialogue Exploring the Lived Experience of Two Religiously Observant Music Educators in Israel / Belal Badarne and Amira Ehrlich

Music, Education, and Religion: An Invitation / Alexis Anja Kallio

Index

Sujets

• EDUCATION
• MUSIC
• Tailandia
• Irán
• Israel
• Arts in education
• Multiple signal classification
• Social change
• Agency
• General officer
• Broadcasting
• Theory
• Thailand
• Serbia
• Community
• Serbie
• General
• Broadcast
• Performance
• Black metal
• Thaïlande
• Iran

Informations

• Publié par: Indiana University Press
• Date de parution: 20 septembre 2019
• Nombre de lectures: 1
• EAN13: 9780253043733
• Langue: English

Extrait

MUSIC, EDUCATION, AND RELIGION
COUNTERPOINTS: MUSIC AND EDUCATION
Estelle R. Jorgensen, editor
MUSIC, EDUCATION, AND RELIGION
Intersections and Entanglements
EDITED BY
ALEXIS ANJA KALLIO,
PHILIP ALPERSON,
AND HEIDI WESTERLUND
INDIANA UNIVERSITY PRESS
This book is a publication of
Indiana University Press
Office of Scholarly Publishing
Herman B Wells Library 350
1320 East 10th Street
Bloomington, Indiana 47405 USA
iupress.indiana.edu
2019 by Indiana University Press
All rights reserved
No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system, without permission in writing from the publisher. The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences-Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992.
Manufactured in the United States of America
Library of Congress Cataloging-in-Publication Data
Names: Kallio, Alexis Anja, editor. | Alperson, Philip, [date] editor. | Westerlund, Heidi, editor.
Title: Music, education, and religion : intersections and entanglements / edited by Alexis Anja Kallio, Philip Alperson, and Heidi Westerlund.
Description: Bloomington : Indiana University Press, 2019. | Series: Counterpoints: music and education | Includes bibliographical references and index.
Identifiers: LCCN 2018049691 (print) | LCCN 2018051365 (ebook) | ISBN 9780253043740 (e-book) | ISBN 9780253043719 (cl : alk. paper) | ISBN 9780253043726 (pb : alk. paper)
Subjects: LCSH: Music-Religious aspects. | Music-Instruction and study.
Classification: LCC ML3921 (ebook) | LCC ML3921 .M883 2019 (print) | DDC 780.71-dc23
LC record available at https://lccn.loc.gov/2018049691
1 2 3 4 5 24 23 22 21 20 19
This work was supported by the Center for Educational Research and Academic Development in the Arts (CERADA) at the University of the Arts Helsinki, the ArtsEqual project funded by the Academy of Finland s Strategic Research Council from its Equality in Society Programme (Project no. 293199), and the Global Visions through Mobilizing Networks project funded by the Academy of Finland (project no. 286162).
CONTENTS
Introduction / Alexis Anja Kallio, Heidi Westerlund, and Philip Alperson
Part 1. Tensions and Negotiations
1. On the Role of Religion in Music Education / Estelle R. Jorgensen
2. Selective Affinities: Concordance and Discordance at the Intersection of Musical, Educational, and Religious Practices / Philip Alperson
3. The Performativity of Performance: Agency at the Intersection of Music and Religion in School / Heidi Westerlund, Alexis Anja Kallio, and Heidi Partti
Part 2. Identity and Community
4. Shaping Identities through Religious Music Engagement: A Case Study of an Australian Catholic Girls School / Janelle Colville Fletcher and Margaret S. Barrett
5. Religion and the Transmission of Thai Musical Heritage in Thailand and the United States / Pamela A. Moro
6. The Believing-Belonging Paradigm: Music, Education, and Religion in Contemporary Serbia / Ivana Perkovi and Biljana Mandi
7. Religious Repertoire in General Music Education: Spiritual Indoctrination or Cultural Dialogue? / Lauri V kev
Part 3. Navigating New Worlds
8. Mysterium Tremendum et Fascinans : Spiritual and Existential Experience and Music Education / ivind Vark y
9. The Sacred Sphere: Its Equipment, Beauty, Functions, and Transformations under Secular Conditions / Maria B. Spychiger
10. Music Education as Sacred Practice: A Philosophical Exploration / Frank Heuser
11. Advocatus Diaboli : Revisiting the Devil s Role in Music and Music Education / Alexandra Kertz-Welzel
Part 4. Emancipation, Regulation, and the Social Order
12. The Humanist Defense of Music Education in Civil and Religious Life: The Praise of Musicke (1586) and Apologia Musices (1588) / Hyun-Ah Kim
13. The Curious Case of Good Morning Iran : Music and Broadcast Regulation in the Islamic Republic / Erum Naqvi
14. When Hell Freezes Over: Black Metal-Emancipatory Cosmopolitanism or Egoistic Protectionism? / Ketil Thorgersen and Thomas von Wachenfeldt
Part 5. Agency and Social Change
15. Radical Musical Inclusion in Higher Education: The Creation of Foundation Music / June Boyce-Tillman
16. Religious Identities Intersecting Higher Music Education: An Israeli Music Teacher Educator as Boundary Worker / Laura Miettinen
17. Religion and Music in an Education for Social Change / Iris M. Yob
18. Dancing on the Limits: An Interreligious Dialogue/ Belal Badarne and Amira Ehrlich
Music, Education, and Religion: An Invitation / Alexis Anja Kallio
Index
MUSIC, EDUCATION, AND RELIGION
Introduction
Alexis Anja Kallio, Heidi Westerlund, and Philip Alperson
Music, Education, and Religion: Intersections and Entanglements remedies a long-standing gap in music education scholarship by considering the ways in which music, education, and religion fuse together, overlap, connect, or conflict in theory and in practice. The rationale of this volume lies in the conviction that the various practical, social, cultural, ideological, and political constraints on music teaching and learning also engage with matters of religion, a thematic area that has been absent in scholarly work on music education, even when it comes to works attending to pluralism and diversity. In recognizing both enduring and new diversities in contemporary societies, the chapters in this book embrace a range of perspectives, including religious, contextual, geographic, historical, and theoretical standpoints and writings from the disciplines of music education, philosophy, cultural studies, sociology, anthropology, history, and ethnomusicology.
The timeliness of this inquiry arises from developments both within and outside the field of music education scholarship. Contemporary music education in the twentieth century focused by and large on the psychological, cognitive, aesthetic, and individual aspects of music making. The increasing prominence and prestige of instrumental music in the West, the influence of a recording industry that made musical works available in live and recorded media to a wide public, the development of formalist-oriented aesthetic theories, and a general secularization of formal education made it possible to articulate a demarcation between aesthetic musical experiences and the moral or cultural values of musical practices, with some proponents of music education even recommending that teachers consciously exclude extramusical understandings of musical material in their classes (e.g., Mark 1989; Reimer 1989, 1991). This separation of purely musical considerations from extramusical matters was urged even as some theories highlighted the conceptual and phenomenological similarities between some religious experiences and some aesthetic experiences (e.g., Reimer 1989).
Toward the turn of the millennium, however, scholarly discourses gradually shifted from a focus on purely musical aesthetic artifacts (e.g., Swanwick 1994) to music as a sociocultural practice (e.g., Alperson 1991; Elliott 1995). This shift occurred on a number of fronts. Instead of concentrating on individual listening experiences and a distanced appreciation of music, the emphasis of teaching and learning turned to the diversity of musical practices and music making. Music educators increasingly attended to the multitude of settings outside school music education, such as community music practices in Western and non-Western contexts (Higgins 2012; Veblen et al. 2013). With this renewed consciousness of cultural diversity in music education settings, some music educators urged that music be understood not only as something that people do, but as ways in which people are (Bowman 2004; Elliott 1990)-that is to say, the ways in which people understand, position, and present themselves in the world. This attention to diversity concurred with research in music psychology that focused on ways in which people construct and maintain their (multiple) identities through musical activities (Barrett 2009; MacDonald, Hargreaves, and Miell 2017; North and Hargreaves 2008). Accordingly, many music educators argued that the teaching and learning of music should incorporate students own principles, values, and knowledge in musical praxis, as they reflect those in the surrounding society (see Regelski 2006).
This shift aligned with wider changes in learning theories in educational psychology, in which sociocultural views complemented narrower cognitive approaches (e.g., Sawyer 2002). Music learning was no longer theorized through individual cognitive representations of and skills in music of the other but through approaches that emphasized individuals participation in, and contributions to, musical activities, processes of knowledge creation, and expressions of agency in communities of practice and networks. These developments affecting the field of music education suggest that music cannot be construed as a thing that stands distinct from one s religious or spiritual beliefs. Neither can music be considered to be an individual endeavor, isolated from social context. With this in mind, it is worth considering the religious dimensions of musical activities (Jorgensen 2003)-activities that also include those that take place in education contexts.
The notion that the religious or spiritual dimensions of music education warrant scholarly attention coincides with broader academic debates on the nature and extent of secularism in modern society. The philoso