ABSTRACT: For over 60 years, my research and in-school observations concerning action learning and music as social praxis have warranted the following terms, ideas, suggestions, and cautions. This lexicon briefly outlines the leading themes of my published articles and books. It represents a significant turning away from traditions and taken-for-granted assumptions; and toward the important implications for teachers in a praxical turn for music education. It is my hope that students and teachers will jointly examine these precepts (and their brief qualifications), and engage with pro and con essays, discussions, and experiments with the praxical suggestions described. Thoughtful consideration, I hope, will lead music educators from defending school music through advocacy to, instead, producing the substantially notable results characteristic of praxis that will mitigate the profession’s legitimation crisis. I believe that by stressing the main points of my praxical approach, these conclusions will promote change in teaching praxis.

Author: Thomas A. Regelski

Published 12/8/2023

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ABSTRACT: Using the concept of serious leisure as a lens, this study investigated musical engagement in a competitive Grade One Canadian Scottish Pipe Band, the 78th Fraser Highlanders, based in Burlington, Ontario. The 78th Fraser Highlanders are respected in the global piping community for their innovative arrangements and unique repertoire selection. Data was collected over a three-year period in this hybrid ethnographic case study situated in both online and offline contexts. Findings indicate correspondences with other research in the field of serious leisure studies. Themes that emerged from interviews and observation were: 1) centrality of music making, 2) social connectedness, 3) competition/fun, 4) identity and heritage, 5) group dynamics and unique band identity, 6) teaching and learning, and 7) uses of online platforms and social media.

Authors: Kari K. Veblen & Janice L. Waldron

Published 12/8/2023

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ABSTRACT: In this article, I describe my affinity for improvisation in music and life, and for free improvisation in particular as a music making practice. In this self-reflective position paper, I use these practices to help locate and define an authentic sense of self as a music education professor. This paper gives an account of my introduction of free improvisation sessions into a weekly, in-person graduate class in psychology and sociology related to music education. Drawing on relevant literature and a university-wide learning initiative, I present my reflections and those of my students on the experience of doing free improvisation over the duration of one semester, that led to enjoyment, growth, and flourishing. In closing, I consider the potential for doing more free improvisation in music and music education classes.

Author: Gareth Dylan Smith

Published 9/12/2023

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ABSTRACT: Vernacular music-making continues to be a prominent topic in music education discourse. However, the degree to which school music teachers choose to implement vernacular music practices is unclear, as are the factors that inspire change in teaching practice. This four-part article highlights the complexities surrounding curricular innovation and implementation, as well as the interplay between theory and praxis in music teaching and learning. Specifically, this inquiry features the precepts of three change theories and how their tenets can be applied to vernacular teaching practices in school music settings. A college-level vernacular music class is presented as one model for preparing preservice music teachers to meet the needs of 21st-century students. Considering the ways in which music teachers apply vernacular practices to school settings could help to illuminate the intersecting paths of theory and practice in an evolving music education discourse.

Author: Nathan B. Kruse

Published 9/12/2023

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ABSTRACT: Dramaturgy, a specialization of microsociology (the study of face-to-face interactions) describes the social action of the Self impression presented to a public. The ‘teacherly’ Self, is engaged, in “social actions” with different “publics,” each of which calls for a somewhat different “role” governing relevant impressions given. Students in schools are the main public, but so are the professional impressions gained by their parents, colleagues, and administrators. Surveyed here are a range of generalized teacherly roles music teachers “script” (or accept) for their teaching praxis: for example, recipe and delivery teaching of “what works” and “best practices,” Pied Pipers, lead and push teachers, teachers as coaches (not maestros), praxicalists, and more. This application of dramaturgy to music education critiques some common ‘scripts’ as neither in the best interest of students nor of music in the lives of graduates and describes easily understood models for pre- and in-service teachers.

Author: Thomas A. Regelski

Published 4/11/2021

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ABSTRACT: The 21st century has brought new struggles to the instrumental band program, yet little has changed in wind band pedagogy (Kirchhoff, 1988). There have been alternative approaches to the traditional band rehearsal that could help support the growing diversity in schools and school band programs. World music pedagogy, typically employed in general music classrooms, can be adapted to engage students in multiple musical experiences in both traditional repertoire as well as other genres and styles. Critical pedagogy encourages students and teachers to work together to better understand their world through music, deconstructing the need for the director at the podium instructing students how to interpret the repertoire. Finally, there have been multiple studies that encourage wind band instructors to go beyond the traditional large ensemble and incorporate smaller ensembles that include chamber groups, mariachi ensembles, and steel bands. It is easy to forget that while students do not know how to play the instrument, they come to the music class steeped in their musical knowledge. By stepping away from the podium, even for a little, we can offer our students the chance to think critically and creatively that deepens their connection to music. Band directors are not just rehearsing for the next performance; we are educators supporting our students on their musical journeys.

Author: Lauren Diaz

Published 7/3/2020

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This article is a response to Jennifer Mellizo’s invitation (TOPICS, 7 January 2019) to write on global music education.

Author: J. Terry Gates

Published 1/19/2020

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Abstract: For many years, music education has followed the theory that it is rationalized in schools as aesthetic education. For many years, I have argued against this theory in numerous journal articles and books. The following is a light summary of my philosophy of music as a social praxis and form of agency. It is intended especially for pre-service students, and for those new to my ouvre, as an overview of many years of advancing praxis rather than aesthetics as the basis for music education.

Author: Thomas A. Regelski — University of Helsinki, Finland

Published 1/19/2020

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Abstract: Popular music education can ease or worsen the waste problem. Waste refers to things with “no value,” and the Global North produces a lot of waste. Not limited to material, waste can be seen as a dominant metaphor in rock music. The guiding question for this essay is, what opportunity does rock music present for cultivating eco-literacy through music? Before we can find solutions though, we need to recognize rock’s distinctive ecological challenges. Popular music is both implicated in the challenge of waste, and can help music educators explore opportunities for resistance. In music education, qualitative research suggests instrument-making increases knowledge, interest, creativity, and builds attachment to an instrument, in addition to reducing material waste. In our field’s move to incorporate popular musics, instrument-making can be a part of eco-literate music pedagogy.

Author: Daniel J. Shevock – Penn State Altoona & State College Friends School, PA, USA

Published 06/16/2019

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Note from the Editor: For our first article of 2019, we are pleased to publish this article by Jennifer Mellizo. In it, the author proposes a globalist model and includes A Call for Responses. We welcome and encourage thoughtful responses to this article. Responses are treated as articles and follow normal blind-review and editing procedures. Please adhere to our submission format and guidelines. Darryl A. Coan, Editor

Abstract: Although there have been isolated pockets of discussion about the connection between music participation and global citizenship identifications, in many ways music education has remained on the sidelines of the wider global education movement. Sociocultural understanding has been discussed as a positive byproduct of music education, but not usually as an explicit goal. Yet, as Campbell (2013) argues, the consequences of an ever-changing, increasingly diverse and connected world “are considerable for systems of music education, and for individual teachers” (16). It is imperative for practitioners and scholars to consider the ways in which learning experiences in the music classrooms can cultivate higher levels of global competency without diminishing musical learning. Through this article, I propose a developmental framework for understanding the unique potential of music education to function as global education (MEGE). My core argument is grounded by the work of scholars who contend music education cultivates a sense of belonging, releases imagination, and fosters empathy. However, the framework I propose points this work more intentionally toward globalist ends and applications. Specifically, I argue music educators have unique potential to help students extend and deepen their understanding of “community” (Greene 1995). If today’s students can develop strong in-group affiliations at multiple levels of community (e.g., local, cultural, national/governmental, and global), they can become the types of citizens who will solve problems that extend beyond geographical borders, and collectively transform our world into a more just and humane place.

Author: Jennifer M. Mellizo – University of Wyoming Laboratory School, Laramie, WY, USA

Published 01/07/2019

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