ارسل ملاحظاتك

ارسل ملاحظاتك لنا







الرئيسية > African Identity & Globalizati...>الوصف

African Identity & Globalization in Music Education Approaches the "African" in the Global Music Education Discourse: Towards Identification and Implementation

المصدر: مجلة علوم وفنون الموسیقى
الناشر: جامعة حلوان - كلية التربية الموسيقية
المؤلف الرئيسي: Akun, Emily (Author)
المجلد/العدد: مج46, عدد خاص
محكمة: نعم
الدولة: مصر
التاريخ الميلادي: 2021
الشهر: أغسطس
الصفحات: 6 - 15
ISSN: 1110-7804
رقم MD: 1434246
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: EduSearch
مواضيع:
التربية الموسيقية | التنشئة الاجتماعية | الهوية الثقافية | أفريقيا
رابط المحتوى:

الناشر لهذه المادة لم يسمح بإتاحتها.
صورة الغلاف QR قانون
حفظ في:
المستخلص: Education has been identified as a means and process of socialization. Through information, experiences and interactions, individuals are systematically sensitized and capacitated to live meaningfully under diverse circumstances. The socialization equips learners with intellectual, relational and emotional resources with which to negotiate the process of living. Music, recognized as the organ of culture, speaks to, for and of a cultural context that is beneficial for the socialization mandate of education. If a product of ‘education’ is to acquire cultural intelligence (Earley, P.C. and Ang, S., 2003; Earley, P.C. and Mosakowski, E., 2004) their training would require developing knowledge and skills to enable them operate in contexts of diverse cultures (Ang, S., Van Dyne, L. and Koh, S. K., 2006). Music education, when fashioned to expose learners to the experience of the music of diverse cultures, is a useful tool in developing culturally grounded and intelligent societies. As a global phenomenon, music education operates through a context that articulates and defines the concepts and pertinent skills that characterise it. When education socialises, music in the context of education injects a cultural identity into the socialised beings. The cultural attributes of the music knowledge studied are absorbed by learners. The term ‘African’ is broadly used to refer to matters that relate to the content and people of African origin. As a tag to music education, it is employed here as an identifier of a context of experiences and relationships from which come knowledge and the skills to use that knowledge. This presentation purposes to interrogate the term as employed in music education, specifically focusing on its identity and experience for teaching and learning.
ISSN: 1110-7804

عناصر مشابهة


© 2024 المنظومة. جميع الحقوق محفوظة.