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  • Tradition, authenticity and context: The case for a dynamic approach

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    44764.pdf (114.2Kb)
    Author(s)
    Schippers, Huib
    Griffith University Author(s)
    Schippers, Huib
    Year published
    2006
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    Abstract
    The encounter - and sometimes confrontation - of music with various cultural backgrounds challenges many preconceptions and prejudices on music making and learning. The rise of what is now often called 'world music' has not only brought new sound worlds to Western ears, but digs deep into existing systems of belief. In discussing both Western classical and world music, concepts such as tradition, authenticity and context are often used with firm conviction. On closer examination, however, they are applied with ambiguous or even contradictory meaning. A cross-cultural exploration of these concepts reveals that they are not ...
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    The encounter - and sometimes confrontation - of music with various cultural backgrounds challenges many preconceptions and prejudices on music making and learning. The rise of what is now often called 'world music' has not only brought new sound worlds to Western ears, but digs deep into existing systems of belief. In discussing both Western classical and world music, concepts such as tradition, authenticity and context are often used with firm conviction. On closer examination, however, they are applied with ambiguous or even contradictory meaning. A cross-cultural exploration of these concepts reveals that they are not nearly as clear, stable, and value-free as they may appear. A more dynamic interpretation of these terms is needed to understand contemporary realities of music making and education at all levels, and to enable teachers to apply these concepts to everyday studio and classroom practices.
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    Journal Title
    British Journal of Music Education
    Volume
    23
    Issue
    3
    Publisher URI
    http://journals.cambridge.org/action/displayJournal?jid=BME
    Copyright Statement
    © 2006 Cambridge University Press. The attached file is reproduced here in accordance with the copyright policy of the publisher.Please refer to the journal's website for access to the definitive, published version.
    Subject
    Curriculum and Pedagogy
    Specialist Studies in Education
    Performing Arts and Creative Writing
    Publication URI
    http://hdl.handle.net/10072/15483
    Collection
    • Journal articles

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