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dc.contributor.advisorHartwig, Kay
dc.contributor.authorBonar, Cade McNaughtonen_US
dc.date.accessioned2018-01-23T02:30:28Z
dc.date.available2018-01-23T02:30:28Z
dc.date.issued2017en_US
dc.identifier.doi10.25904/1912/1861
dc.identifier.urihttp://hdl.handle.net/10072/366524
dc.description.abstractMusic commands a significant presence in the lives of young adolescents. Earphones ‘housed’ in the adolescent ear are near accessories to everyday life, and smartphones and other portable devices – and the streaming of content they allow access to – afford the opportunity for music to be consumed anywhere at any time. Furthermore, emerging technologies are enabling greater accessibility to music making and production. Students can learn, create and share music using digital technologies alone. Whether it is consumed or produced, music is firmly cemented in adolescent life – it affords a medium for the construction and identification of ‘self’ and the expression of emotion – and is a significant part of the adolescent ‘Being’ (Lines, 2005a). Despite the significant role of music in the lives of adolescents, school music often fails to demand the same attention. It can present a crisis of relevance for the students it proclaims to serve, with student expectations of music and musical experiences offered often existing at considerable remove (Regelski, 2005a; Lines, 2005a; Swanwick, 1999b). This problem is not new – over three decades ago, Paynter (1982) observed that, “music which, outside of school, almost continuously goes in and out of young people’s heads – which stirs their feelings and activates their bodies, becomes when presented – or as presented – inside schools, a ‘dead bore’” (p. vii). For many students, school music education is perceived as unhelpful, irrelevant, even detrimental, to their musical selves.en_US
dc.languageEnglishen_US
dc.publisherGriffith Universityen_US
dc.publisher.placeBrisbaneen_US
dc.rights.copyrightThe author owns the copyright in this thesis, unless stated otherwise.en_US
dc.subject.keywordsMusic education, Middle School, Queenslanden_US
dc.subject.keywordsCentrality of praxisen_US
dc.subject.keywordsStudent agencyen_US
dc.subject.keywordsAuthenticity of interactions with musicen_US
dc.subject.keywordsFluency with music as a discourseen_US
dc.subject.keywordsSocial construct surrounding music learningen_US
dc.subject.keywordsZuber-Skerritt action research designen_US
dc.titleToward Meaningful Music Education in the Middle School Music Classroom: An Action Research Projecten_US
dc.typeGriffith thesisen_US
dc.date.embargoEnd2018-03-09en_US
gro.facultyArts, Education and Lawen_US
gro.rights.copyrightThe author owns the copyright in this thesis, unless stated otherwise.
gro.hasfulltextFull Text
dc.contributor.otheradvisorBurton, Bruce
dc.rights.accessRightsRestricted (for period of time)en_US
gro.identifier.gurtIDgu1504228086979en_US
gro.source.ADTshelfnoADT0en_US
gro.source.GURTshelfnoGURTen_US
gro.thesis.degreelevelThesis (Professional Doctorate)en_US
gro.thesis.degreeprogramDoctor of Education (EdD)en_US
gro.departmentSchool of Education and Professional Studiesen_US
gro.griffith.authorBonar, Cade McNaughton


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