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dc.contributor.authorGrant, Catherine
dc.date.accessioned2019-07-11T01:09:18Z
dc.date.available2019-07-11T01:09:18Z
dc.date.issued2019
dc.identifier.issn1461-3808
dc.identifier.doi10.1080/14613808.2019.1626360
dc.identifier.urihttp://hdl.handle.net/10072/386264
dc.description.abstractA raft of recent music education research advocates fostering social awareness and engagement among tertiary music students. The evidence is compelling: a socially engaged tertiary education prepares students to play meaningful social roles, while also better meeting the aspirations and needs of music institutions, universities and society at large. As tertiary music institutions explore ways to increase the social orientation of their curricula, it is important that the student voice be present in research and scholarship. How do students themselves conceive of the notion of a ‘socially engaged’ musician? What social roles do they see for themselves as musicians? Exploring these questions, this article draws on qualitative survey and focus group data from a small-scale study at one Australian tertiary music institution. Findings indicate that students envisage their social roles as musicians in a gamut of ways, from believing it is ‘wrong’ for musicians to engage with contemporary social issues, to holding a sense of moral responsibility to act as social change agents. An understanding of the diverse ways in which students envisage their social roles and potential as musicians provides a necessary foundation for expanding relevant, effective, and targeted teaching and learning initiatives that develop social consciousness in students.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherTaylor & Francis Online
dc.relation.ispartofjournalMusic Education Research
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchPerforming Arts and Creative Writing
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1904
dc.titleWhat does it mean for a musician to be socially engaged? How undergraduate music students perceive their possible social roles as musicians
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
gro.rights.copyright© 2019 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Music education research on 06 Jun 2019, available online: https://doi.org/10.1080/14613808.2019.1626360
gro.hasfulltextFull Text
gro.griffith.authorGrant, Catherine F.


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