Narratives and Reflections in Music Education: Listening to Voices Seldom Heard PDF
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Landscapes: the Arts, Aesthetics, and Education 28 Tawnya D. Smith Karin S. Hendricks Editors Narratives and Refl ections in Music Education Listening to Voices Seldom Heard Landscapes: the Arts, Aesthetics, and Education Volume 28 Series Editor Liora Bresler, University of Illinois at Urbana-Champaign, Urbana, USA Editorial Board Judith Davidson, University of Massachusetts, Lowell, USA Magne Espeland, Stord University, Stord, Norway Chris Higgins, University of Illinois at Urbana-Champaign, Urbana, USA Helene Illeris, University of Adger, Kristiansand S, Norway Mei-Chun Lin, National University of Tainan, Tainan City, Taiwan Donal O’Donoghue, The University of British Columbia, Vancouver, Canada Mike Parsons, The Ohio State University, Columbus, USA Eva Sæther, Malmö Academy of Music, Lund University, Malmö, Sweden Shifra Schonmann, University of Haifa, Haifa, Israel Susan W. Stinson, The University of North Carolina at Greensboro, Greensboro, USA Scope This series aims to provide conceptual and empirical research in arts education, (including music, visual arts, drama, dance, media, and poetry), in a variety of areas related to the post-modern paradigm shift. The changing cultural, historical, and political contexts of arts education are recognized to be central to learning, experience, knowledge. The books in this series presents theories and methodological approaches used in arts education research as well as related disciplines—including philosophy, sociology, anthropology and psychology of arts education. More information about this series at http://www.springer.com/series/6199 Tawnya D. Smith • Karin S. Hendricks Editors Narratives and Reflections in Music Education Listening to Voices Seldom Heard Editors Tawnya D. Smith Karin S. Hendricks College of Fine Arts, Boston University College of Fine Arts, Boston University Boston, MA, USA Boston, MA, USA ISSN 1573-4528 ISSN 2214-0069 (electronic) Landscapes: the Arts, Aesthetics, and Education ISBN 978-3-030-28706-1 ISBN 978-3-030-28707-8 (eBook) https://doi.org/10.1007/978-3-030-28707-8 © Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG. The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Acknowledgments As we prepare this manuscript for publication, we are celebrating 8 years of mar- riage and 11 years as collaborative researchers and co-authors. Much of our time together—both personal and professional—has been spent riding in a car, with one of us driving and the other typing on a laptop while we converse about various top- ics. Now is no exception, as we work on final book edits while driving across rural Illinois highways to the International Congress on Qualitative Inquiry and to visit with Liora Bresler in Urbana-Champaign. It is fitting, therefore, to first express our appreciation to Liora, who has guided our scholarly journey since we were PhD students under her tutelage and care at the University of Illinois. What a gift it has been to have her mentorship and friendship in our lives. It is an honor to have been invited by her to publish a book in this influential and inclusive series. We express appreciation to the faculty, staff, and administrators at the Boston University College of Fine Arts, who provided support for the Sixth International Conference on Narrative Inquiry in Music Education (NIME6) held at BU in May 2018. We are grateful for such inspiring and selfless colleagues who make our aca- demic life a joyous adventure. Thanks also to Nicholas Quigley, Yank’l Garcia, and Kendall Driscoll, the dream team of graduate assistants whose forethought and insight helped maintain our sanity in conference preparations and other scholarly projects. The late Susan Conkling was instrumental in helping us envision many aspects of the NIME6 conference and—as was typical of Susan—introduced us to several people who were integral to our planning process. We honor and remember the beautiful way that she connected so many of us within our field over the course of her life. She will be dearly missed. We would not have had the opportunity to produce this book had it not been for Jeananne Nichols inviting us to host NIME6. It was humbling to have been tapped by such an influential narrative author to host such an important event, yet Jeananne provided much-appreciated mentorship and encouragement that made all the differ- ence. We deeply value the opportunity to have built stronger relationships with other prominent narrative researchers as a result. The chapters in this book went through a double review process, including con- ference abstract review and later full-chapter review for consideration in this v vi Acknowledgments volume. We acknowledge the substantial gifts of time and wisdom provided by Elizabeth Bucura, Wesley Brewer, Nasim Niknafs, Tuulikki Laes, and Sean Powell (NIME6 abstract reviewers) and Wesley Brewer, Shelly Griffin, Kari Holdhus, Jeananne Nichols, Nasim Niknafs, and Sandra Stauffer (full-chapter reviewers). We also thank Springer editors Helen van der Stelt and Jolanda Voogd and the Springer book proposal review panel for their support and insight. Finally, we thank the authors who have contributed to this volume, each of whom has been wonderfully responsive, communicative, friendly, and prompt with various requests for revisions and other information. We consider ourselves privileged to have collaborated with each of them on this project, which has been a joy from start to finish. Contents Listening to Voices Seldom Heard ................................................................. 1 Tawnya D. Smith and Karin S. Hendricks Part I Listening Through Narrative Six Young Women on a Band-Stand: Voices Lost in Time .......................... 19 Graça Mota Letting Children Know We Are Listening to Them: Attending to Children’s Everyday Ways of Knowing, Being, Doing, and Relating as Key in the Relational Ethical Responsibilities of Coming Alongside Young Child Co-Researchers in Narrative Inquiry ........................................................... 33 Janice Huber Musical Voices from an Urban Minority Classroom: Disrupting Notions of Musical Literacy Through Critical Popular Music Listening ................................................................................ 51 Judy Lewis Trading My Baton for a Ukulele .................................................................... 65 Kelsey Kordella Giotta Navigating the Climate: Perspectives of a Rural Music Educator ............. 77 Crystal Sieger “I Don’t Think Their Goals Were My Goals”: The Impact of School Social Ecology on One Music Teacher’s Professional Knowledge Landscape .............................................................. 89 Stephanie Cronenberg “To Thine Own Self Be True”: One Music Educator’s Transition from Higher Education Faculty Member to High School Teacher ............. 105 Julie Beauregard and Elizabeth Bucura vii viii Contents Using Narrative Inquiry to Portray Learning in Jazz ................................. 123 Andrew Goodrich and Keith Kelly Whose Story? (Re)presentation, Rhizovocality, and Friendship ................ 135 Sean Robert Powell Part II Expanding Methodological Conceptions Beyond the Printed Page The Wisdom of Narrative Inquiry: An Unfolding Story ............................. 149 Liora Bresler The Accidental Autoethnographer: “Dancing on Grandmother’s Shoes” .............................................................................. 165 Evan Kent An Interview with Film Maker Mary Jane Doherty ................................... 179 Tawnya D. Smith and Mary Jane Doherty Introduction to the Video Narratives from Sarajevo: We Didn’t Let the Music Die ............................................................................ 189 Randi Margrethe Eidsaa On Mediated Qualitative Scholarship and Marginalized Voices in Music Education ......................................................................................... 193 Estelle R. Jorgensen Art-Based Inquiry as a Method in Creating Artistic Performances Based on Historical Narratives ............................................. 207 Randi Margrethe Eidsaa Understanding an Arts-Based Project with Children in Kindergarten Through the Lenses of A/r/tography ................................. 227 Tiri Bergesen Schei Back to Bach .................................................................................................... 237 B. Solveig Fretheim Tapestries in the Forests of Mathematics and Music: An Ethnodrama ............................................................................................... 255 Katherine Norman Dearden and Bruce Dearden The Listening Guide: Hearing Voices of Music Teacher Presence ............. 271 Shannan L. Hibbard Yours, Mine, and Ours: Issues of Identity, Collaboration, and (Re)Presentation When (Re)Telling Stories in Narrative Research ..................................................................................... 285 Nicholas R. McBride and Sarah M. Minette Contributors Julie Beauregard University of Missouri – St. Louis, St. Louis, MO, USA Liora Bresler College of Education, University of Illinois, Urbana-Champaign, Champaign, IL, USA Elizabeth Bucura Music Education, Eastman School of Music, Rochester, NY, USA Stephanie Cronenberg Mason Gross School of the Arts at Rutgers, The State University of New Jersey, New Brunswick, NJ, USA Bruce Dearden Mathematics, University of North Dakota, Grand Forks, ND, USA Katherine Norman Dearden Department of Music, University of North Dakota, Grand Forks, ND, USA Mary Jane Doherty College of Communication, Boston University, Boston, MA, USA Randi Margrethe Eidsaa Faculty of Music, University of Agder, Kristiansand, Norway B. Solveig Fretheim Faculty of Education and Arts, Nord University, Levanger, Norway Kelsey Kordella Giotta Department of Music, Case Western Reserve University, Cleveland, OH, USA Plain Local Schools, Canton, OH, USA Andrew Goodrich College of Fine Arts, Boston University, Boston, MA, USA Karin S. Hendricks College of Fine Arts, Boston University, Boston, MA, USA Shannan L. Hibbard Music Education, Four Corners Montessori, Madison Heights, MI, USA ix
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