Articles Published in 2016:
ISSN 2369-1581
Table of Contents: 2016 Articles
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Article #1 (January, 2016): Rhythm and Bittersweet Blues: A Song in the Performance of an Artist, Researcher, and Teacher by Cristina Luongo
Article #2 (January, 2016): Musings on Creativity: Finding Inspiration in Low Places by Christine Cho
Article #3 (February, 2016): Intercultural Encounters in Music in Canada by Sara Brooks
Article #4 (September, 2016): The Spirit of Zoltán Kodály in Special Education: Best Practices in Hungary by Luca Tiszai
Article #2 (January, 2016): Musings on Creativity: Finding Inspiration in Low Places by Christine Cho
Article #3 (February, 2016): Intercultural Encounters in Music in Canada by Sara Brooks
Article #4 (September, 2016): The Spirit of Zoltán Kodály in Special Education: Best Practices in Hungary by Luca Tiszai
Article #1: January, 2016
Rhythm and Bittersweet Blues: A Song in the Performance of an Artist, Researcher, and Teacher (Click Here for PDF of the Article or View the Article Below)
By: Cristina Luongo
Rhythm and Bittersweet Blues: A Song in the Performance of an Artist, Researcher, and Teacher (Click Here for PDF of the Article or View the Article Below)
By: Cristina Luongo
Abstract: This article outlines a song in the performance of an artist/researcher/teacher. It seeks to show how the A/R/Tographic experience has helped me through my first few years of teaching high school music. The first few years as a teacher are extremely challenging, and feeling supported and appreciated is a perhaps impossible expectation. Yet, I found ways to overcome my struggles through the A/R/Tographic lens, which allowed me the opportunity to combine my experiences as an artist, a researcher, and a teacher. This study is autobiographical in nature (and includes theoretical frameworks of Narrative Inquiry (Clandinin and Connelly, 2000) and Reflective Practice, Schon (1982). Specifically, the ability to narrate my experiences through the character of Emma has provided many of the answers I was seeking when I began my graduate studies. Essentially, Emma’s narrative is a chronological account of the events that have transpired during my first few years as a high school music teacher. My professional practice has been influenced by the stress, demands, and lofty expectations of my job, but I have discovered that much of my strength stems from my experiences as an artist, a researcher, and a teacher.
Key Words: A/R/Tography, narrative, self-study, teacher stress |
Author Bio: Cristina Maria Luongo is a Music and English teacher for the York Catholic District School Board. She holds an Honours Bachelor of Arts degree from York University, a Bachelor of Education degree from Lakehead University, and a Master of Education degree in Education from Nipissing University. Cristina's passion is teaching vocal music and working with her school choir as they prepare for various performance opportunities including National Competitions.
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Article #2: January, 2016
Musings on Creativity: Finding Inspiration in Low Places
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By: Christine Cho
Musings on Creativity: Finding Inspiration in Low Places
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By: Christine Cho
Abstract: This paper is an examination of the influence of music, specifically the music of a Toronto band, The Lowest of the Low, on a visual artist’s creative process. The ways in which music and lyrics have informed and been the foundation for two paintings will be explored.
Key Words: Visual arts; creativity; musical inspiration |
Author Bio: Christine L. Cho, PhD is an Assistant Professor at Nipissing University’s Schulich School of Education in Brantford, ON. Christine is a practicing visual artist (interdisciplinary and multi-media) and a former elementary school teacher. Christine utilizes visual media and critical pedagogy in her teaching of undergraduate courses in Visual Arts and Curriculum Methods using concepts imbedded in creativity to expand upon diverse ways of knowing. Her research in teacher education contributes to current educational conversations on racial, ethnic and linguistic representation in schools specifically exploring the constructions and understandings of teacher identity, including immigrant teacher aspirations, within the structures of schools. Her work challenges pre-service teachers and educators through critical consciousness-raising to examine their own social location and trouble “the way things are” in schools.
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Article #3: February, 2016
Intercultural Encounters in Music in Canada
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By: Sara Brooks
Intercultural Encounters in Music in Canada
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By: Sara Brooks
Abstract: With the increasingly rapid distribution of information as a result of advancing technology, global communities are engaging daily in new cultural negotiations and intercultural experiences. Music is not exempt from these conditions, and the resultant blending of diverse sonorities and musical traditions leads us to a unique and exciting area of study: intercultural performance. The study of intercultural performance allows us to communicate and negotiate musical differences in a rapidly changing world. As a performative concept, how does interculturalism apply to music composed in Canada? How have Canadian composers negotiated the cultural boundaries that exist between different musical traditions? By examining three works by Canadian composers Alexina Louie, Ana Sokolovic, and Juliet Palmer, I illustrate the ways in which these musical compositions become intercultural experiences. Each work employs elements of timbre, scoring, and text, to create the musical experiences of diverse cultures, often within a Western musical framework, [and reveal the value of intercultural performance].
Key Words: Intercultural; Canada; music; performance |
Author Bio: A native of Chatham, Ontario, Sara Brooks is active throughout Canada as conductor, clinician, collaborative pianist, and teacher. With degrees in piano performance from Acadia University (BMus) and the University of Ottawa (MMus), she is now a doctoral candidate and is completing her thesis work in choral conducting from the University of Alberta with supervisor Dr. Leonard Ratzlaff. Sara has worked with several notable ensembles including the Richard Eaton Singers (Edmonton), Pro Coro Canada (Edmonton), Voces boreales (Montreal), and Opera Lyra Ottawa. Sara’s current area of research is the relationship between gender and gesture as it relates to choral conducting.
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Article #4: September, 2016
The Spirit of Zoltán Kodály in Special Education: Best Practices in Hungary
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By: Luca Tiszai
The Spirit of Zoltán Kodály in Special Education: Best Practices in Hungary
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By: Luca Tiszai
Abstract: The article describes the best practices of special education and music inspired by the intangible heritage of Zoltán Kodály. Kodály emphasized the role music plays on the intellectual, emotional, physical, social, and spiritual development of the individual. The aim of the Kodály based preschool program is to build a firm foundation for further music learning using a wide range of singing games. This playful musical introduction can be almost fully adapted to special education. In addition to the preschool program, different methods have been developed and adapted. This article describes two receptive methods, namely: (a) the practice of acoustic schedule and movement-music program of Klára Kokas, and (b) two methods for instrumental music (the ULWILA and the Consonate methods).
Keywords: Special education, Hungary, methods, music teaching, music therapy |
Author Bio: Luca Tiszai graduated at Ötvös Lorand University in 2000 in special education and earned her second degree in music education in 2004. In 2013, she earned her masters degree in Andragogy at Pazmany Péter Catholic University. Her musical background is based on the Kodály method, and her area of expertise lies in working with individuals with different disabilities. Since 2007, she has worked with individuals living with severe disabilities. Luca has developed a pedagogical method called Consonante and has also established a performing orchestra with her clients. She currently teaches at the University of Szeged Juhasz Gyula, Faculty of Education Institute of Special Education.
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