Transforming school ensemble instruction through spiritually informed teaching practices

Bibliographic Data

ID20504591
AuthorsFrank Heuser (University of California, Los Angeles, corresponding author)
Year2016
Volume21
Issue3-4
Pages256-270
Publication date2016-10-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInternational Journal of Children s Spirituality (JOURNAL)
Journal identifiersISSN: 1364-436X • E-ISSN: 1469-8455
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1364436x.2016.1251397
OpenAlexW2544363027
LanguageEN
References cited37

The transformative experiences that could be central to learning are curiously absent from American school music education. Students are motivated through competition and the goal of most programmes is flawless large ensemble performance. This paper describes a music programme in which the daily instructional practices have been modified and influenced by an outreach programme in which the students taught socially and economically challenged children of similar age. This programme was developed by a teacher with a deep sense of faith. His spiritually informed teaching practices emphasise the same principles of social justice espoused by secular educational philosophers. Parallels between spiritual and educational philosophies and a discussion of the transformations experienced by students conclude the paper

Epistemology · Faith · Mathematics education · Outreach · Parallels · Pedagogy · Political science · Social justice · Social science · Sociology · Transformative learning · Diverse Music Education Insights · Education Methods and Practices · Psychology · Religious Education and Schools

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