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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