27 Jan 2013 - 14:29 | Version 101 | UnknownUserA Network among Researchers and Practioners in Integrated Music Education around the World
The ISME focus group PRIME or Practice and Research in Integrated Music Education formed in Kuala Lumpur at ISME 2006. The first gathering of PRIME was a symposium at ISME 2006. Scholars Markus Cslovjecsek from (Switzerland), Liora Bresler (USA/Israel), Koji Matsunobu (Japan), Joan Russell (Canada), Frits Evelein (Netherlands) and Discussant Kari Veblen (Canada/USA) examined integrated music education from a variety of perspectives. The forum in Malaysia sparked much discussion as session participants from South Africa, Hong Kong, Europe, South and North America and parts of Asia brought forth their varying perspectives. Participants continued the session throughout the conference, forming an official focus group at that time. Over the past years, a committed core of individuals has continued to meet either face-to-face (at conferences such as AERA, RIME in Exeter and ISME in Bologna as well as in a PRIME-Seminar in Solothurn, Switzerland) or electronically. Actually some 70 scholars and practitioners from allover the world are registered members of the network. There is a PRIME-Platform for Exchange and Discussions on good practice and research: http://campus.ph.fhnw.ch/bin/edit/Music/PrimePage 2. WHAT WE DO PRIME’S OBJECTIVES AS A FOCUS GROUP
Statements of purpose that evolved from these initial meetings are these:
Subject integration initiatives are currently taking place in many parts of the world (Russell & Zembylas, 2007). Organization of schooling based on expedient use of time, and material and human resources has led increasingly to fragmentation of curricula. Relations across subject areas have become obscured. For music education, the musical experiences of many children are at best limited to a set amount of time at a particular time of a particular day. The issues around integration of the arts across the curriculum are contentious and complex, especially when it comes to integrating music across the curriculum. One of the reasons for this is that most classroom teachers feel inadequately equipped to do musical activities or music-related activities in their classrooms. These teachers tend to think of subject integration in simple terms, such as using songs to teach the alphabet, or counting. Second language teachers can, but often do not, use songs to teach language patterns, sounds, rhythms and poetic forms of expression. The task of performing, composing, making, exploring music then falls to the specialist, who may have little training or interest in engaging in musical activities whose aims are extra-musical.
Our Network will contribute to the advancement of the discourse in music education by stimulating discussion of the theoretical, philosophical, methodological and applied issues around the topic of curriculum integration, specifically integration of music across the school curriculum. The concept of subject integration as it pertains to music raises questions of fundamental importance that should be of concern to music educators everywhere. Questions to be addressed by symposium presenters and in an interactive session include: What is the rational basis for integrating music across the curriculum? What are some of the ways in which music can be integrated across the curriculum without losing what is valuable to know and experience, musically? Which types of musical goals could be met in a situation of integration? What could be the value of integrating music across the curriculum? With which subject areas in the curriculum could music be logically integrated, and how? What are the potential gains and losses involved with integrating music across the curriculum? On what basis and by what means could achievement be assessed? What types of achievement would be considered valuable in terms of musical objectives and extra-musical objectives?In the discussion of the above mentioned issues we have to solve the following basic problems of music education research (according to Liora Bresler’s Talk in Bologna 2008):
Although PRIME is not a ISME-Commission, this group did meet in Solothurn Switzerland for five days before the full ISME conference in Bologna, Italy. Hosted by Fachhochschule Nordwestschweiz, Pädagogische Hochschule [School of Teacher Education in Switzerland] and PRIME, some twenty participants (scholars from Canada, Greece, UK, Nederlands, Germany, Switzerland and Swiss teachers from early childhood to secondary level and teacher training) had been selected from the general call for papers. Themes embraced research and practice in this important area of curricular concern. The title for the pre-conference seminar is: Practice and Research in Integrated Music Education: Perils and Possibilities (Opportunities and Dangers)
Music is a school subject with many different faces. Is musical activity also a tool to facilitate learning? We know a lot about the intrinsic values of the arts in education. Horowitz and Webb-Dempsey (2002) describe the relationship of arts and other learnings as "parallel, symbiotic, interactive or multi-layered". Russell & Zembylas (2007) report that subject integration initiatives are currently taking place in many parts of the world. In this seminar we intend to stop thinking in dualisms and move beyond the either/or, disciplines/handmaidens dichotomy. During the symposium-week we will build, together with teachers and experts from different disciplines and professional ideologies, a "transformative practice zone" to "provide spaces to share and listen to others' ideas, visions and commitments..." (Bresler, 2003)4. MORE
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