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Gilles Apap's Mozart cadenza and expanding musical competences of twenty-first-century musicians and music educators

机译:Gilles Apap的Mozart cadenza和二十一世纪的音乐家和音乐教育者的音乐能力不断增强

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In western musical contexts at global and local levels, musicians are becoming increasingly involved in what might be termed multicode music making and are expanding their musical competences. In this article I consider the practical and cognitive implications of such an expanding of competences for music education at various levels. Combining ethnomusicological and music educationist perspectives, I ground the discussion in a reading of various media texts, a consideration of pedagogical trends, a field observation, and instances of autoethnography. Engaging with recent discussions of ethnomusicology's notions of bimusicality and intermusicality, I conceptualise plural musical practices according to metaphors of growth, and stretching or reforming, both within and outwards from a core of culturally grounded musical skills, values and understandings. I propose a framework for fostering the expanding of musical competences, offer brief, personal case studies and conclude by referring to emerging literature on the training of future music educators.
机译:在全球和地方各级的西方音乐环境中,音乐家越来越多地参与所谓的多码音乐制作,并且正在扩大他们的音乐能力。在本文中,我考虑了这种能力扩展对音乐教育各个层次的实践和认知意义。结合民族音乐学和音乐教育家的观点,我的讨论以阅读各种媒体文本,对教学趋势的思考,实地观察和民族志实例为基础。结合最近关于民族音乐学的两音乐性和音乐间性概念的讨论,我根据文化,扎根于文化的音乐技巧,价值观和理解的核心,根据内在和外在的增长,延伸或改革的隐喻,将多元音乐实践概念化。我提出了一个促进音乐能力扩展的框架,提供了简短的个人案例研究,并通过参考有关培训未来音乐教育者的新兴文献作为总结。

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