Figure 1 - uploaded by Clint Randles
Content may be subject to copyright.
Source publication
This article is the author’s autoethnographic exploration of change in music education (Randles, 2013, 2015a) as illustrative of a hero collective, a term used here to represent a sociocultural explanation of Campbell’s hero’s journey as outlined in The Hero with a Thousand Faces (2008). The hero collective is a term that is inclusive of all indivi...
Similar publications
Neste artigo apresento minha tese de doutorado a qual teve como propósito observar, analisar e discutir os caminhos que uma escola particular na região sul do Brasil percorre ao implementar a Lei 11.769/08, a qual tornava obrigatório o ensino da música nas escolas, em todos os seus níveis de ensino. O método escolhido, desde uma abordagem qualitati...
Se presenta en este artículo una propuesta de principios educativos alternativos para la educación musical en un contexto latinoamericano. En primer lugar, se describen modelos educativos predominantes que, desde una perspectiva histórica, han determinado el desarrollo de la educación musical en dicho contexto: modelos educativos “jesuita” y “de co...
Este artigo configura um recorte da dissertação de mestrado intitulada: “Do Texto ao Contexto, Da Imagem ao Som: Uma Proposta Histórico-Política para a Elaboração de um Currículo em Educação Musical”, apresentando o Ciclo da Abordagem Curricular em Educação Musical, o qual configura uma proposta teórico-metodológica para a elaboração de um Currícul...
Este trabalho discute o fazer musical contemporâneo permeado pela cultura digital, em especial no âmbito da utilização de aplicativos na educação musical. Em sua fundamentação, propõe o delineamento de algumas das principais transformações promovidas por recursos associados às novas tecnologias digitais e problematiza possíveis novas habilidades e...
Citations
... The literature highlights the importance of culture in developing students' creative music practices. Randles (2015Randles ( , 2017 emphasizes the relationship between identity and cultural worlds, which serve as the basis for self-esteem, self-efficacy, and self-concept. The author creates the Conceptual Model of Change in Music Education, which shows how the many elements of an activity system relate to one another visually. ...
... The author creates the Conceptual Model of Change in Music Education, which shows how the many elements of an activity system relate to one another visually. Randles (2017) further suggests that music educators can foster student creativity and personal growth by encouraging self-confidence and courage, facing challenges, emphasizing individuality and innovation, and fostering a personal connection to music. A more detailed study from Sangiorgio (2015) finds that children actively supplied pictures and stories, albeit they were increasingly moving towards more simple musical conceptualizations, meaning to their group's creative music creation. ...
In the last decade, children's practice competency has gained importance in the field of education, scholars agree that a diverse human practice is made up of many kinds of musical practices, encompassing the musical practitioner, the cultural contexts behind the music, and the process of creating the music. This study reviews the literature on the development of children's creative practice competency in music between 2012 and 2022, the literature was obtained from electronic databases such as Google Scholar using the keywords "creative practice", "music creativity", "practice competency", and "children". This research provided a comprehensive summary of the cultivation of children's musical creative practical competency. A comprehensive literature search and systematically reviewed of the literature for information on the practical content, multi-dimensional cultivation practice, and assessment methods for the development of children's creative competency. Scholars are paying more attention to the synthesis of art with other disciplines, and new research is focusing on the instrumental role of digital technology in the creative practice of music. Sociocultural elements and teamwork are being studied more in fostering creative practice competency in children. Assessment methods have also focused on the integrative and diverse nature of practice. Future research is recommended to explore more on how to foster students' social engagement and emotional experiences.
The purpose of this article is to detail how Joseph Campbell’s monomyth, the hero’s journey, and Carol Pearson’s archetypical stages of human development have inspired an interpretive clinical assessment to construct meaning from songs created by adolescents who identify with Hip Hop Culture and who have experienced extreme trauma. The history and creative elements of Hip Hop Culture are rich with mythic narratives that reflect the lived social, cultural, and political experience of communities marginalized and underrepresented, and it especially connects with a global adolescent audience. Adolescence, as a developmental stage of human growth, can be viewed through the lens of a hero’s journey in which a child moves through a stage of liminality to enter into adulthood. This perspective can be particularly useful for music therapists when making meaning of songs created by adolescents who have experienced childhood trauma. Three songs, representing different stages and archetypes along each songwriter’s hero’s journey, will be presented to reveal the trials, clinical goals, fears, and rewards contained within the lyrical and musical components.
