Bringing the Outside In
Blending Formal and Informal Through Acts of Hospitality
Bibliographic Data
| ID | 10201401 |
|---|---|
| Authors | Chad West (0000-0002-3636-7678, Ithaca College, Ithaca, NY, USA, corresponding author), Radio Cremata (0000-0002-1830-5895, Ithaca College, Ithaca, NY, USA) |
| Year | 2016 |
| Volume | 64 |
| Issue | 1 |
| Pages | 71-87 |
| Publication date | 2016-03-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4294 • E-ISSN: 1945-0095 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0022429416637596 |
| OpenAlex | W2327208301 |
| Language | EN |
| Citations received | 6 |
| References cited | 34 |
Through the lens of hospitality, we explored the meanings that members constructed about their experiences within a blended formal/informal college music ensemble. The focus in this ensemble was not on competition and musical excellence but on independent musicianship and praxis. The bandleader had his roots in tradition but his heart in socially relevant pedagogy and favored a less autocratic teaching and learning style. The makeup of the ensemble also included students from both formal and informal backgrounds. Conducting gesture was casual, bandstand formation was loose and free, outfits were expressive of the individual, and tone and balance were more a reflection and celebration of individuals and less of a whole or single sound. Much of the music was performed from standard notation but was chosen collectively, often related to popular contexts, and the overall emphasis was not on uniformity but on individuality and student creativity. Musical decisions often were made democratically, and opinions from within the ensemble were affirmed in the process. The ensemble consisted of a group of approximately 13 members whose experience ranged from beginner to over 30 years and who played everything from violin to iPad. Themes that emerged were inclusivity, autonomy, and affirmation
Aesthetics · Art · Autonomy · Epistemology · Music education · Musical · Pedagogy · Praxis · Sociology · Visual arts · Diverse Music Education Insights · Music Education and Analysis · Neuroscience and Music Perception · Psychology · Social Psychology
Multiselfing in Music Education
Inservice Music Teachers’ Vernacular Practices
Preservice Music Educators’ Preparedness, Self-Efficacy, and Commitment to Incorporate Popular Music
A Theoretical Framework of Trust in Large Community Ensembles
Music Education for Students With Autism Spectrum Disorder in a Full-Inclusion Context
Note 57
Community Music
Formal and informal learning situations or practices vs formal and informal ways of learning
Music in a Changing World
Effects of Age, Gender, and Training on Musical Preferences of British Secondary School Students
Factors Influencing Pop Music Preferences of Young People
Music Listening Preferences of Elementary School Children
In Garageland
Unsafe suppositions? Cutting across cultures on questions of music's transmission
Naturalistic inquiry
Qualitative inquiry and research design
Acts of hospitality
Popular music education in and for itself, and for 'other' music
Mutual Learning and Democratic Action in Instrumental Music Education
The impact of informal music learning practices in the classroom, or how I learned how to teach from a garage band
Of Garage Bands and Song-getting
| Unique citing works | 6 |
|---|---|
| Citations per year | 1 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |