Dialogues
These dialogues are intended to help us develop our ability to help the subject think deeper and more fully about the ideas they discuss. The first videos are from before the course began, and as we went through the course our skills developed.
Introductory Interviews
Jason and Sammy
- https://drive.google.com/file/d/1ZfZYVUGwKJzpEq_cgjqQC9Zwa2TQOpTc/view?usp=sharing
Marysia and Logan
https://drive.google.com/file/d/1FEiC3x7KkdTXtDv21vQhX_9dYyqTamAY/view?usp=sharing
Chantel and Bill
Full Group Discussion July 12th
Mitchell, E. (2019). Community Music Therapy and Participatory Performance. Voices, 19(1). https://doi.org/10.15845/voices.v19i1.2701
Ansdell, G. (2002). Community Music Therapy & The Winds of Change. Voices, 2(2), np. https://doi.org/10.15845/voices.v2i2.83
https://drive.google.com/file/d/1_U7wwVysSUbRRiB15epuszhTXjJkl4Fv/view?usp=sharing
Small Group Discussion July 13th
Jason & Chantel: Nicholls and Allsup
Allsup, R. (2016). Fractured (fairy) Tales: In Search of Transformational Spaces in Music Education. Bulletin of the Council for Research in Music Education, (207-208).
Nichols, J. (2013). Rie’s Story, Ryan’s Journey: Music in the Life of a Transgender Student. Journal of Research in Music Education, 61(3), 262–279.
https://drive.google.com/file/d/1suaLOgtkmRHCM3U0-zoNtirrJ1QU1aAX/view?usp=sharing
Small Group Discussion July 13th
Marysia & Adam: Nicholls & Palkki
Nichols, J. (2013). Rie’s Story, Ryan’s Journey: Music in the Life of a Transgender Student. Journal of Research in Music Education, 61(3), 262–279.
Palkki, J., & Caldwell, P. (2018). “We are often invisible”: A survey on safe space for LGBTQ students in secondary school choral programs. Research Studies in Music Education, 40(1), 28–49.
https://drive.google.com/file/d/1w2sIEF6eNCMv27Qs2WWQ_mFKO_lFc2DC/view?usp=sharing
Small Group Discussion July 16th
Marysia & Jason: Bradley & Stanton
Bradley, D. (2012). Good for What, Good for Whom?: Decolonizing Music Education Philosophies. In The Oxford Handbook of Philosophy in Music Education.
Stanton, B. (2018). Musicking in the Borders: Toward Decolonizing Methodologies. Philosophy of Music Education Review, 26(1), 4–23.
https://drive.google.com/file/d/1WUbltbldWuaxVLqETD5C7SZVlvXuc8j6/view?usp=sharing
Small Group Discussion July 16th
Adam & Chantel: Bradley and Chávez & Skelchy
Bradley, D. (2012). Good for What, Good for Whom?: Decolonizing Music Education Philosophies. In The Oxford Handbook of Philosophy in Music Education.
Chávez, L., & Skelchy, R. P. (2019). Decolonization for Ethnomusicology and Music Studies in Higher Education. Action, Criticism & Theory for Music Education, 18(3).
https://drive.google.com/file/d/1jHAYU-8U1VR5jamoinApgwIXjD_eCD7Z/view?usp=sharing
Final Group Discussion July 18th
https://drive.google.com/file/d/1crr156qX7GRHqeY2nrwDwDlKFq6j5Och/view?usp=sharing
Final Individual Videos
Jason - https://drive.google.com/file/d/10O3sg-wboFqBEpp9N-4RCow-pjgwiEg2/view?usp=sharing
Chantel
https://youtu.be/MdecOk_gKtI
Marysia
https://youtu.be/JTja5Pyxa5g
Adam -