Show simple item record

dc.contributor.advisorHartwig, Kay
dc.contributor.authorBonar, Cade McNaughton
dc.date.accessioned2018-01-23T02:30:28Z
dc.date.available2018-01-23T02:30:28Z
dc.date.issued2017
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.
dc.languageEnglish
dc.publisherGriffith University
dc.publisher.placeBrisbane
dc.rights.copyrightThe author owns the copyright in this thesis, unless stated otherwise.
dc.subject.keywordsMusic education, Middle School, Queensland
dc.subject.keywordsCentrality of praxis
dc.subject.keywordsStudent agency
dc.subject.keywordsAuthenticity of interactions with music
dc.subject.keywordsFluency with music as a discourse
dc.subject.keywordsSocial construct surrounding music learning
dc.subject.keywordsZuber-Skerritt action research design
dc.titleToward Meaningful Music Education in the Middle School Music Classroom: An Action Research Project
dc.typeGriffith thesis
dc.date.embargoEnd2018
gro.facultyArts, Education and Law
gro.rights.copyrightThe author owns the copyright in this thesis, unless stated otherwise.
gro.hasfulltextFull Text
dc.contributor.otheradvisorBurton, Bruce
gro.identifier.gurtIDgu1504228086979
gro.source.ADTshelfnoADT0
gro.source.GURTshelfnoGURT
gro.thesis.degreelevelThesis (Professional Doctorate)
gro.thesis.degreeprogramDoctor of Education (EdD)
gro.departmentSchool of Education and Professional Studies
gro.griffith.authorBonar, Cade McNaughton


Files in this item

This item appears in the following Collection(s)

Show simple item record