Participatory music in education Matthew D. Thibeault Education - - PowerPoint PPT Presentation

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Participatory music in education Matthew D. Thibeault Education - - PowerPoint PPT Presentation

Jul 13, 2023 226 likes •660 views

Participatory music in education Matthew D. Thibeault Education University of Hong Kong Association for Music in International Schools Conference Lets consider the dominant, ensemble-based, pathway of musical development we have achieved

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Participatory music in education

Matthew D. Thibeault Education University of Hong Kong Association for Music in International Schools Conference

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Let’s consider the dominant, ensemble-based, pathway of musical development we have achieved…

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ballet & yoga

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Specialist Model (and its drawbacks)

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Goal is focused, dedicated, and sustained study

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Ensembles achieve more specialisation and become more homogenous

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What about everyone else?

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Specialists vs. non- specialists

Successful music students

Everyone else in school

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Specialists vs. non- specialists

“band geeks”

Everyone else in school

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Musical development in this model is wonderful and efficient, but has a narrow direction. 
 
 Leonhard critiqued programs’ “elitist virus” for its Eurocentrism.

Leonhard, C. (1999). Grand Masters Series: A challenge for change in music education. Music Educators Journal, 86(3), 40–43.

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Also, it’s a problem if you didn’t get on at the beginning

Leonhard, C. (1999). Grand Masters Series: A challenge for change in music education. Music Educators Journal, 86(3), 40–43.

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Fonder’s worry: “These academicians would have us abandon the 20 percent—the most motivated and interested students—to accommodate the other 80 percent.”

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Leonhard’s solution: more stops to get on the train (ensemble), more kinds of trains

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Nierman’s solution: classes for both the “talented few” and “not-so-talented many”

See: Thibeault, M. D. (2015). Music education for all through participatory ensembles. Music Educators Journal, 102(2), 54–61. https://doi.org/10.1177/0027432115610170

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“Music Appreciation”

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If you’re not specialised, you don’t belong

“band geeks”

Everyone else in school

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Another (my) answer: participatory models, based on societies and approaches with pervasive musical participation

See: Thibeault, M. D. (2015). Music education for all through participatory ensembles. Music Educators Journal, 102(2), 54–61. https://doi.org/10.1177/0027432115610170

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Turino’s distinction: Presentational/Participatory

  • Presentational: specialised,

concerts for others

  • Participatory: music made

with others

  • Turino studies Aymara of Peru,

Shona of Zimbabwe, old-time musicians in the USA, etc.

Turino, T. (2008). Music as social life: The politics of participation. Chicago, IL: University of Chicago Press.

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Can you see which is participatory and which is presentational? Which is music for others, which is music with others?

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Participatory photos: what comes to mind?

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What sonic adjustments are made to have everyone participate?

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Marching Illini

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Fats Domino Memorial Second Line, New Orleans 2017

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Participatory aspects: All are potential participants Simpler forms Many overlapping parts Dense textures (room for all) Wide intonation

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Main difference in structures

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Okinawan sanshin beach BBQ; Toyama Japan

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PS22 Choir, Staten Island (USA)

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Choir!Choir!Choir! (Toronto, Canada)

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Participatory and presentational values and concepts for education

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Participatory can involve all, and exist alongside specialisation

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Achievement vs. Togetherness

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Sonically complex, socially simple

Presentational performance

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Participatory Performance

Sonically simple, socially complex

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Pedagogic opportunities

  • Include a few sing-along songs
  • Add some highly participatory (pop or not) repertoire
  • Teach a few songs on the fly
  • Bring some percussion to a performance (shakers, etc.)
  • Experiment with participatory structures, repertoire, values
  • Discover the local participatory repertoire
  • Think about abandoning precision, prestige, and power: come off the

stage, turn off the amps, give up the microphones, and dissolve the borders between your group and everyone present.

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Ballet vs Yoga: how does what each develops differ? How might this apply to music?