Includes abstract and vita. --- Thesis (Ph. D)--University of Rochester, 2011. --- Alternative styles -- String jam -- Postmodern curriculum design in alternative styles -- Music and identity -- Analysis of the data -- Conclusions and recommendations.
In this study I analyze curriculum design in the postmodern era in relation to alternative styles in string music education. Curriculum design through the work of Doll (1993) and Slattery (2006) is considered as a framework for alternative style experiences. I also explore identity development in alternative styles experiences in the context of a week--‐ long summer camp for string students via two case studies. Themes developed through the case studies included complexity in musical identities and their influences, exploration through improvisation and experimentation, challenges in an alternative styles experience, and musical futures. Implications include engaging the curriculum beyond scope and sequence, openness in identity development, fostering exploration and learning by ear, and addressing challenges in implementing alternative styles. Finally, I share recommendations for the profession and future research.
LCSH World music - Instruction and study - United States.
LC Call No. ML95.3 .F421
LCSH Multicultural education - United States.
LCSH Bowed stringed instruments - Instruction and study.
LCSH Curriculum planning - United States.
Language:
English
Subject Keywords:
Bowed stringed instruments - Instruction and study.;World music - Instruction and study - United States.;Curriculum planning - United States.;Multicultural education - United States.
Date will be made available to public:
2012-01-02
Original Publication Date:
2011
Citation:
Extents:
Illustrations - music
Number of Pages - xi, 184 leaves
Dimensions - 28 cm
License Grantor / Date Granted:
Jim Farrington
/ 2011-10-20 15:30:29.615 ( View License )
Date Deposited
2011-10-20 15:30:29.615
Date Last Updated
2012-09-26 16:35:14.586719
Submitter:
Jim Farrington
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Alternative styles in string music education : identity development and curriculum design in the postmodern era
