David J Elliott
Biographic Data
| ID | 173010 |
|---|---|
| NAME | David J Elliott |
| GIVEN NAMES | David J |
| FAMILY NAME | Elliott |
| SIGNATURE | ELLIOTT D J |
| AFFILIATIONS | New York University |
| ORCID | 0000-0001-8339-3775 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 2 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Medieval Commentary and Exegesis
Musical Bodies, Musical Minds
The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education
The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education offers global, comprehensive, and critical perspectives on a wide range of conceptual and practical issues in music education assessment, evaluation, and feedback as these apply to various forms of music education within schools and communities. The central aims of this Handbook focus on broadening and deepening readers’ understandings of and critical thinking abou…
Oxford Handbook of Philosophical and Qualitative Assessment in Music Education
On the “Truthiness” of Remixing the Classroom
The praxial philosophy of music education in Music Matters (2015) argues that music educators should teach democratically, creatively, and ethically toward empowering students' abilities to achieve full human flourishing through critically reflective music making and listening of all kinds. Moreover, Music Matters contends that teachers have a civic responsibility to develop students' awareness of why and how they should engage in music making fo…
Artistic Citizenship
This is an introductory chapter that explains the overall aims, assumptions, and premises of the entire volume. It discusses the proposition that the arts can and should be “put to work” toward the positive transformation of people’s lives in local, regional, and international contexts. Some concepts included are artistic citizenship, praxis, visual arts, media arts, music, theater, dance, and poetry. Additionally, this chapter gives an understan…
Artistic Citizenship
Artistic Citizenship: Artistry, Social Responsibility, and Ethical Praxis examines the many ways that artists (amateur and professional), community artist-facilitators, educators, and scholars in music, dance/movement, theater, visual arts, poetry/storytelling, and media and technology conceive and deploy their abilities to advance democratic citizenship and human flourishing in local, national, and international contexts. Among the questions thi…
Critical ontology for an enactive music pedagogy
An enactive approach to music education is explored through the lens of critical ontology. Assumptions central to Western academic music culture are critically discussed; and the concept of 'ontological education' is introduced as an alternative framework. We argue that this orientation embraces more primordial ways of knowing and being, revealing the fundamentally self-organizing or 'autopoietic' nature of the embodied musical mind. This enactiv…
Musical Understanding, Musical Works, and Emotional Expression
What do musicians, critics, and listeners mean when they use emotion‐words to describe a piece of instrumental music? How can ‘pure’ musical sounds ‘express’ emotions such as joyfulness, sadness, anguish, optimism, and anger? Sounds are not living organisms; sounds cannot feel emotions. Yet many people around the world believe they hear emotions in sounds and/or feel the emotions expressed by musical patterns. Is there a reasonable explanation fo…
Socialist Realism
Mayakovsky, Vladimir
Death and learning disability
People with learning disabilities often have to cope with death, dying and bereavement without being fully informed of the circumstances and sometimes without being told that death is imminent or indeed has occurred. This paper explores the issues associated with death and dying from the perspective of people with learning disabilities, and considers proactive ways of working in this sensitive area
Music Matters
Music as Culture
David J. Elliott, Music as Culture: Toward a Multicultural Concept of Arts Education, The Journal of Aesthetic Education, Vol. 24, No. 1, Special Issue: Cultural Literacy and Arts Education (Spring, 1990), pp. 147-166
Music as Culture
David J. Elliott, Music as Culture: Toward a Multicultural Concept of Arts Education, The Journal of Aesthetic Education, Vol. 24, No. 1, Special Issue: Cultural Literacy and Arts Education (Spring, 1990), pp. 147-166
On the “Truthiness” of Remixing the Classroom
The praxial philosophy of music education in Music Matters (2015) argues that music educators should teach democratically, creatively, and ethically toward empowering students' abilities to achieve full human flourishing through critically reflective music making and listening of all kinds. Moreover, Music Matters contends that teachers have a civic responsibility to develop students' awareness of why and how they should engage in music making fo…
Critical ontology for an enactive music pedagogy
An enactive approach to music education is explored through the lens of critical ontology. Assumptions central to Western academic music culture are critically discussed; and the concept of 'ontological education' is introduced as an alternative framework. We argue that this orientation embraces more primordial ways of knowing and being, revealing the fundamentally self-organizing or 'autopoietic' nature of the embodied musical mind. This enactiv…
Musical Understanding, Musical Works, and Emotional Expression
What do musicians, critics, and listeners mean when they use emotion‐words to describe a piece of instrumental music? How can ‘pure’ musical sounds ‘express’ emotions such as joyfulness, sadness, anguish, optimism, and anger? Sounds are not living organisms; sounds cannot feel emotions. Yet many people around the world believe they hear emotions in sounds and/or feel the emotions expressed by musical patterns. Is there a reasonable explanation fo…
Music as Culture
David J. Elliott, Music as Culture: Toward a Multicultural Concept of Arts Education, The Journal of Aesthetic Education, Vol. 24, No. 1, Special Issue: Cultural Literacy and Arts Education (Spring, 1990), pp. 147-166
Music Matters
Socialist Realism
Mayakovsky, Vladimir
Death and learning disability
People with learning disabilities often have to cope with death, dying and bereavement without being fully informed of the circumstances and sometimes without being told that death is imminent or indeed has occurred. This paper explores the issues associated with death and dying from the perspective of people with learning disabilities, and considers proactive ways of working in this sensitive area
Musical Understanding, Musical Works, and Emotional Expression
What do musicians, critics, and listeners mean when they use emotion‐words to describe a piece of instrumental music? How can ‘pure’ musical sounds ‘express’ emotions such as joyfulness, sadness, anguish, optimism, and anger? Sounds are not living organisms; sounds cannot feel emotions. Yet many people around the world believe they hear emotions in sounds and/or feel the emotions expressed by musical patterns. Is there a reasonable explanation fo…
Artistic Citizenship
This is an introductory chapter that explains the overall aims, assumptions, and premises of the entire volume. It discusses the proposition that the arts can and should be “put to work” toward the positive transformation of people’s lives in local, regional, and international contexts. Some concepts included are artistic citizenship, praxis, visual arts, media arts, music, theater, dance, and poetry. Additionally, this chapter gives an understan…
Artistic Citizenship
Artistic Citizenship: Artistry, Social Responsibility, and Ethical Praxis examines the many ways that artists (amateur and professional), community artist-facilitators, educators, and scholars in music, dance/movement, theater, visual arts, poetry/storytelling, and media and technology conceive and deploy their abilities to advance democratic citizenship and human flourishing in local, national, and international contexts. Among the questions thi…
Critical ontology for an enactive music pedagogy
An enactive approach to music education is explored through the lens of critical ontology. Assumptions central to Western academic music culture are critically discussed; and the concept of 'ontological education' is introduced as an alternative framework. We argue that this orientation embraces more primordial ways of knowing and being, revealing the fundamentally self-organizing or 'autopoietic' nature of the embodied musical mind. This enactiv…
On the “Truthiness” of Remixing the Classroom
The praxial philosophy of music education in Music Matters (2015) argues that music educators should teach democratically, creatively, and ethically toward empowering students' abilities to achieve full human flourishing through critically reflective music making and listening of all kinds. Moreover, Music Matters contends that teachers have a civic responsibility to develop students' awareness of why and how they should engage in music making fo…
The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education
The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education offers global, comprehensive, and critical perspectives on a wide range of conceptual and practical issues in music education assessment, evaluation, and feedback as these apply to various forms of music education within schools and communities. The central aims of this Handbook focus on broadening and deepening readers’ understandings of and critical thinking abou…
Oxford Handbook of Philosophical and Qualitative Assessment in Music Education
Musical Bodies, Musical Minds
Medieval Commentary and Exegesis
Art (6 works) · Sociology (6 works) · Diverse Music Education Insights (5 works) · Psychology (5 works) · Aesthetics (4 works) · Epistemology (4 works) · Visual arts (4 works) · Computer Science (3 works) · Music education (3 works) · Pedagogy (3 works)