Ulteriori informazioni
This volume focuses specifically on narrative inquiry as a means to interrogate research questions in music education, offering music education researchers indispensible information on the use of qualitative research methods, particularly narrative, as appropriate and acceptable means of conducting and reporting research.
This anthology of narrative research work in the fields of music and education builds on and supports the work presented in the editors' first volume in Narrative Inquiry in Music Education: Troubling Certainty (Barrett & Stauffer, 2009, Springer). The first volume provides a context for undertaking narrative inquiry in music education, as well as exemplars of narrative inquiry in music education and commentary from key international voices in the fields of narrative inquiry and music education respectively.
Sommario
Resonant Work: Toward an Ethic of Narrative Research .- Section 1. Introduction . Engaging Stories: Constructing Narratives of Women's Military Band Members . Jeremiah Jones and the Musical Crusade . Learning in a Teen Garage Band: A Relational Narrative Inquiry . "Sheer Spine": Evoking Past and Present in the Southern Highlands .- Section 2. Introduction . You're in or You're out: Impact of Preconceptions on Social Development in the Kindergarten Music Classroom . Music Education in Homeschooling: Jamie's Story .- Section 3. Introduction . Music Lessons and Other Stories: Partial Inventory .- Section 4. Introduction . Rediscovering Musical Identity Through Narrative in Pre-Service Teacher Education . Narratives from Preservice Music Teachers: Hearing Their Voices while Singing with the Choir . Collaborative Journals: Scaffolding Reflective Practice in Teacher Education . Journey of Self-Exploration: Seeking Understanding Through Musical and Cultural Experiences in South India .- Section 5. Introduction . The Childhood of a Teacher: Allison's Preservice Years as Baby Pictures . Hitting the Trail Running: Roadmaps and Reflections on Informal Faculty Mentorship Experiences . Elementary General Music Teachers and Professional Development: Kindling the Spark, Fanning the Flame, and Keeping an Eye on the Fire .- Section 6. Introduction . Refusing Narratives: Functional Literacy and Determinism . Student Composition in a Private Studio Setting: Rethinking Assumptions . Voices of Two Young Women: Listening to a Growing Selfhood.
Riassunto
This volume focuses specifically on narrative inquiry as a means to interrogate research questions in music education, offering music education researchers indispensible information on the use of qualitative research methods, particularly narrative, as appropriate and acceptable means of conducting and reporting research.
This anthology of narrative research work in the fields of music and education builds on and supports the work presented in the editors’ first volume in Narrative Inquiry in Music Education: Troubling Certainty (Barrett & Stauffer, 2009, Springer). The first volume provides a context for undertaking narrative inquiry in music education, as well as exemplars of narrative inquiry in music education and commentary from key international voices in the fields of narrative inquiry and music education respectively.
Testo aggiuntivo
From the reviews:
“Narrative Soundings takes the reader on a highly worthwhile journey across that fertile ground: through the philosophical underpinnings of the discipline; via numerous research examples … and on to narrative enquirers’ reflections on the research process. Its audience will be broad and, as a satisfied traveller, I recommend the book wholeheartedly.” (David Baker, British Journal of Music Education, Vol. 30 (2), 2013)
Relazione
From the reviews:
"Narrative Soundings takes the reader on a highly worthwhile journey across that fertile ground: through the philosophical underpinnings of the discipline; via numerous research examples ... and on to narrative enquirers' reflections on the research process. Its audience will be broad and, as a satisfied traveller, I recommend the book wholeheartedly." (David Baker, British Journal of Music Education, Vol. 30 (2), 2013)
