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High school music programmes as potential sites for communities of practice - a Canadian study

机译:加拿大的一项研究表明,高中音乐课程是实践社区的潜在场所

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My exploration of the nature of the high school music experience was undertaken with 33 young adults who had graduated from high school one to six years previous to the data collection. All of these participants had been involved in their school music programmes and 30 had not continued formal music study following graduation. One might predict that prevalent themes from their reflections about high school music would include the enhancing of self-worth, the experiencing of a sense of belonging, and the recalling of feelings of pride and pleasure derived from music making. While these themes were indeed articulated, what emerged most strongly from the data analysis is the enormous importance of community as the umbrella for self-making and music making. Importantly, the community these participants were recalling was not uniformly experienced. To better understand this variation, I examine the theoretical concept of 'community of practice' (Lave and Wenger 1991; Wenger 1998). I also consider what the participants meant by 'fun' and 'enjoyment', two terms that peppered their conversations about their high school music experiences. The community of practice theory together with Csikszentmihalyi's (1990) definition of happiness emboldens me to suggest conditions necessary for a community of practice to develop among students in a high school music programme.
机译:我对33名年轻人的高中音乐体验本质进行了探索,他们在数据收集之前的一到六年从高中毕业。所有这些参与者都参与了他们的学校音乐课程,其中30人在毕业后没有继续进行正规的音乐学习。人们可能会从他们对高中音乐的反思中预见到流行的主题将包括自我价值的提高,归属感的体验以及对音乐创作的自豪感和愉悦感的回忆。尽管确实阐明了这些主题,但从数据分析中最明显地体现出来的是社区作为自我制作和音乐制作的保护伞的巨大重要性。重要的是,这些参与者想起的社区经验不足。为了更好地理解这种变化,我研究了“实践社区”的理论概念(Lave和Wenger 1991; Wenger 1998)。我还考虑了参与者的“乐趣”和“享受”的含义,这两个词使他们对高中音乐经历的讨论更加激烈。实践社区理论与Csikszentmihalyi(1990)对幸福的定义一起鼓舞了我,提出了在高中音乐课程中为学生发展实践社区的必要条件。

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