ulcc spring concert

ULCC SPRING CONCERT music to include: *bach - lobet den herrn *howells - take him earth for cherishing *haydn - missa brevis st. joannis (little organ mass)

university of london chamber choir conducted by colin durrant friday 20th march 2009 - 19.30 st george's bloomsbury, wc1 tickets £8/£5 available on the door www.ulchamberchoir.co.uk

To What Extent Can the Study of World Music Promote Children's Intercultural Understanding?

Professor Lily Chen-Hafteck, Kean University, NJ, USA

Date: Tues 3rd March

Time: 12.00 – 1.00

Room: 938

Further details from Lucy Green, l.green@ioe.ac.uk

All are welcome

Abstract

If music is an expression of culture, then to what extent can learning the music of an unfamiliar culture enhance understanding of the culture and its people? I have conducted a research study in which I introduced 250 children in New York city to a ten-week interdisciplinary program on Chinese music and culture. As a result of this program, the elementary children showed evidence of an increase in cultural and musical knowledge; higher motivation; a more positive attitude towards people from other cultures; and greater self-confidence for students from the minority cultures. As follow-up, I expanded the study to New Jersey, introducing the music and culture of Cuba in addition to those of China. In this talk, I will report on these research projects and discuss their implications for music education practice.

Biography

Lily Chen-Hafteck, PhD, is currently Associate Professor of Music Education and Assistant Chair of the Music Department at Kean University, NJ, USA. Originally from Hong Kong, she holds a doctorate in music education from the University of Reading in the UK and has held teaching and research positions at the University of Pretoria in South Africa, University of Surrey Roehampton in the UK and the Hong Kong Baptist University. Her research publications focus on early childhood music education, particularly cultural issues and children's singing. She serves on the editorial boards of the International Journal of Music Education, Asia-Pacific Journal for Arts Education, and the Music Education Research International. She is the chair of ISME (International Society for Music Education) Young Professionals Focus Group, a former member of its Board of Directors and former chair of its Early Childhood Commission.

Bridging the gap: Informal learning practices as a pedagogy of integration

Music Education Special Interest Group Research Seminar Announcement Bridging the gap: Informal learning practices as a pedagogy of integration

Dr. Heloisa Feichas, School of Music, Federal University of Minas Gerais, Brazil

Date: Tuesday 17th February Time: 12.00 Room: 944, Institute of Education

Further details from Lucy Green, l.green@ioe.ac.uk All are welcome

Abstract

Music courses at universities in Brazil have to deal with a huge amount of diversity in terms of students' backgrounds. The number of students with backgrounds and experience in popular musics has been increasing, which also means diversity in musical genres and styles. Consequently students have different expectations and motivations in their learning processes. The problem is how to deal with such diversity at the institution. How is the inclusion and integration of students with different backgrounds in the Music School system possible? Are the students, as well as the skills and knowledge embodied in their previous learning processes, respected and valued? To what extent does the Music School control what is to be taught and how to teach it, thus shaping all the students in the same mould? This presentation is about pedagogical strategies in Brazilian Higher Education, in which informal music learning practices help the integration of students with different backgrounds. These strategies encourage students' diversity and inclusion, and help to bridge the gap between the students' own musical practices and what they are expected to learn at the institution. This forms a pedagogy of diversity, inclusion, creativity and integration. Students have more autonomy and the teacher is a facilitator of the process so that the idea of partnership prevails. The pedagogical strategies will be illustrated through examples of aural training classes, which are compulsory for all the students at Music School.

Biography

Heloisa Feichas completed her PhD in Music Education at the Institute of Education, University of London, in 2006. Her thesis is entitled 'Formal and Informal Music Learning in Brazilian Higher Education'. She was awarded her Masters degree in Music Education at the same institution in 2000. She has a Bachelors in Piano from the School of Music of the Federal University of Minas Gerais (UFMG), Brazil, where she is currently a lecturer. She has presented papers in conferences, and given workshops about Brazilian popular music in Brazil and many other countries, including Canada, Germany, Cyprus, England, Holland and Norway. She has worked in cooperation with the Music School of Pitea from Lulea University in Sweden in 2004/2005. Currently she is starting partnerships with the Connect Project from the Guildhall School of Music and Drama, and the Boomtown project in Sweden. Heloisa has been working with music education for nearly 20 years in Brazil, teaching children, adolescents and undergraduate students, and exploring new teaching methods in which creativity, improvisation and popular music are key words.

4th MERYC Conference

The 4th MERYC Conference will be hosted by the Faculty of Education, Alma Mater Studiorum-University of Bologna.

The Meryc 2009 Conference will be sponsored by: Alma Mater Studiorum-University of Bologna, Department of Music and Performing Arts-University of Bologna, European Society for the Cognitive Science of Music (ESCOM), Society for Education, Music and Psychology Research (SEMPRE).

The focus of MERYC 2009 is interdisciplinary discussion and dissemination of new, unpublished research relating to the field of music and childhood (0-8 years), in education (school and extracurricular contexts) and everyday life, both in theoretical research and innovative approaches to practice. MERYC2009 aims to promote the participation of researchers and educators from the East European countries, by network relationships and economic support. The main aim of MERYC is to improve European research and practice with young children and music. For this reason, only European people will act as presenters at the MERYC Conference. Educators and researchers from other continents can attend the Conference as participant not presenting.

conference website: http://www.meryc2009.scform.unibo.it/

Mapping of the Landscape of Piano Teaching and Learning

Dr. Cynthia Benson, Bowling Green State University USA / Institute of Education

Date: Tuesday 20th January
Time: 12.00
Room: 936
Further details from Lucy Green, l.green@ioe.ac.uk

All are welcome

Abstract

As multicultural music education encourages a broad perspective of musical understanding, the study and understanding of music instruction of different cultures, contexts, and places may provide insights to the nature of instruction while contributing to an understanding of diverse pedagogical styles. This could provide music teachers with a potential to expand repertoire of pedagogical techniques, gain understanding of own teaching practices, and broaden perspectives with knowledge in alternative practices. The purpose of my research project is to investigate piano teaching and learning in the UK. I will present an initial exploration of the range of teaching, research and performing activities, and non-teaching or performing responsibilities of piano teachers and the background, university experience, and future career aspirations of students in higher education in the UK

Biography of presenter

Dr. Cynthia Stephens Benson is Associate Professor and coordinator of group piano and piano pedagogy at Bowling Green State University, Ohio, USA. She is a chair of the Research Committee of the National Conference on Keyboard Pedagogy and has presented research at international, national and state conferences. Her articles have appeared in International Journal of Music Education, Bulletin for the Council of Research in Music Education, Update: Applications of Research in Music Education. Journal of Technology in Music Learning, American Music Teacher, Keyboard Companion, and Piano Pedagogy Forum. Her research interests include technology, studio and group piano instruction and teacher training, and cross-cultural comparison of styles and practices of piano instruction. Cynthia served as a foreign expert at Jimei University in Xiamen, Peoples Republic of China teaching group and studio piano. During her sabbatical this year, she is a Visiting Research Associate at the Institute of Education continuing an investigation of piano teaching and learning in different cultures and contexts

ULCC Christmas concert at St George's 12 Dec

University of London Chamber Choir
Christmas Concert

"for choir and audience"

conductor: Dr Colin Durrant

Friday, 12 December 2008
6:30 pm

St. George's Bloomsbury

http://www.ulchamberchoir.co.uk

www.stgeorgesbloomsbury.org.uk/

An Informal Concert of music by Händel and His Contemporaries

The Staff Association and the Music Education Special Interest Group
invite you to

An Informal Concert
of music by
Händel and His Contemporaries

Voice: Lucy Green; Piano: Colin Durrant

Tuesday 9th December
1.05 - 1.55
Room 944 (accessed via Lift Core B)
Institute of Education
20, Bedford Way
London, WC1H 0AL

how to get there: http://www.imerc.org/contact.php

All staff, students and friends of the Institute are welcome.

Research Seminar: The compositional identity of undergraduate music students

Presenter: Dr. Bruce Carter, Assistant Professor of Music Education,
University of Maryland, USA

Date: Thursday 4th December 08

Time: 12.30 – 1.30 pm

Room: 936

All are welcome

Abstract

The primary purpose of this study was to describe what comprises an
undergraduate compositional identity. Building upon recent research
investigating musical identities with a social psychological framework
(Macdonald, Hargreaves, & Miell, 2002), I examined the confluence
of socially based experiences that shaped four undergraduate
composers' lives.
Specifically, this study investigated the concept of undergraduate
compositional identity by examining the development, experience, and
compositional voice of undergraduate composers. This approach
parallels the research of Davidson (2002) which examines three primary
factors of musical identity development: (1) environmental factors,
(2) casual but frequent exposure to music and performance contexts,
and (3) role of key others. Students' compositional voice and style
illustrated their compositional development.

To provide a thorough depiction of the composers' experiences I
utilized both case study design and a narrative approach. Participants
in the study were traditional-aged undergraduates between 17-24 years,
enrolled as full time undergraduate composition majors at a small
Northeastern school of music. Semi-structured interviews,
correspondence with participants, and observations at the school site
were used for data collection. Data analysis included coding as well
as storyboard techniques to facilitate organization and presentation
of narratives and case studies.

Analysis of within case data revealed that the four undergraduate
composition majors were supported throughout their musical development
by accommodating home environments, consistent exposure to quality
musical experiences, and knowledgeable teachers and mentors.
Additionally, the composers' styles were constantly evolving and
fluid, shifting between personally held opinions of musical
expressions and the expectations of their composer-teachers.

Cross-case analysis revealed eight themes that prominently shaped the
participants' compositional identity: (1) support of family, (2) the
piano as a symbol, (3) view of self as performer, (4) pursuit of
multiple undergraduate degrees, (5) role of competition, (6) role of
sound sources and muses, (7) view of virtuosic writing, and (8) future
career goals. In sum, an undergraduate compositional identity was
subject to the tides of students' ever-evolving self-identities as
independent and expressive young people, subjugated to the push and
pull of the expectations surrounding a composition degree. Suggestions
for future research and implications for music education are provided.

Biography of presenter
Bruce Allen Carter, Ph.D. Assistant Professor of Music Education
University of Maryland, College Park

Bruce Carter, Ph.D. (Northwestern University), is assistant professor
of music education at University of Maryland, College Park. During the
past two years at the University, Bruce has taught a variety of
instrumental courses in addition to advising graduate research
projects concerning string pedagogy, composition, and creativity.
Before appointments at the university level, he taught elementary and
secondary strings as well the International Baccalaureate music
program in Fairfax County, Virginia. Having taught string orchestra
for seven years at multiple levels, Bruce has developed a number of
research interests in string pedagogy. Recently, he began exploring
issues of kinesthetic awareness and how the implementation of Dalcroze
Eurhythmics into elementary and middle school strings programs
benefits young string players. Additionally, he is exploring ways of
cross-pollinating musical pedagogies to foster an inter-textual
approach to musical development.

Dr. Carter's current qualitative research explores the role of
compositional identity in undergraduate music major's experiences.
Specifically, his work examines the concept of undergraduate
compositional identity by examining the development, experience, and
compositional voice of undergraduate composers. This approach
parallels the research of Davidson (2002) which examines three primary
factors of musical identity development: (1) environmental factors,
(2) casual but frequent exposure to music and performance contexts,
and (3) role of key others. Lastly, by building upon recent research
investigating musical identities with a social psychological framework
(Macdonald, Hargreaves, & Miell, 2002), he examines the confluence
of socially based experiences that shaped four undergraduate
composers' lives.

ULCC concert

Dr Colin Durrant is conducting the University of London Chamber Choir
on Friday the 21st of November 2008 (7:30pm, St. George's
Bloomsburry).
The choir is going to perform Chilcott's 'The Making of the Drum' as
well as loved pieces from Bruckner, Tallis and Dove.
Please visit the ULCC's official website for more information:
http://www.ulchamberchoir.co.uk

6th International Symposium on the Sociology of Music Education

6th International Symposium on
the Sociology of Music Education
6-8 July 2009

Chair: Dr John O'Flynn

The 6th International Symposium on the Sociology of Music Education is
jointly hosted by the Department of Arts Education and Physical
Education, and the Department of Music at Mary Immaculate College,
University of Limerick.

Keynote Speakers:
Professor Lucy Green (IoE, University of London)
Professor Marie McCarthy (University of Michigan)

for more info: http://www.sociologyofmusiceducation.com/