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International Seminar of the ISME Commission on Research Proceedings of the 25th International Seminar of the ISME Commission on Research Federal University of Paraíba, João Pessoa, Paraíba, Brazil 14-18 July 2014 Editors Oscar Odena and Sérgio Figueiredo ©International Society for Music Education 2014 www.isme.org 1 National Library of Australia Cataloguing-in-Publication Author: ISME Commission on Research International Seminar (25th: 2014: João Pessoa, Brazil) Title: Proceedings of the 25th International Seminar of the ISME Commission on Research, João Pessoa, Brazil [electronic resource] ISBN: 978-0-9942055-2-0 (eBook) Notes: Includes bibliographical references. Subjects: Music--Congresses. Music in education--Congresses. ISME Commission on Research Dewey Number: 780.7 Commissioners 2012-2014 Sérgio Figueiredo, Co-Chair and Latin American Representative Oscar Odena, Co-Chair and UK and African Representative Graça Boal-Palheiros, European Representative Bo Wah Leung, Asian Representative Evelyn Orman, USA Representative Susan O’Neill, Australia, Canada and New Zealand Representative Secretary of the Commission Christopher Johnson (past Chair 2010-2012) Honorary Life Members James Carlsen Clifford Madsen 2 Mission Statement The mission of the ISME Research Commission is to: examine through research important issues facing music education worldwide; develop, refine and demonstrate a range of research approaches, methods and techniques for critically examining issues in music education; provide a forum for the communication, critical analysis, and dissemination of research innovations in music education; and deepen and develop the research knowledge base for practitioners, policy makers, and researchers in music education. The Research Commission accomplishes its mission by providing workshops, lectures, seminars, and demonstrations in different locations in order to build research capacity and to promote research expertise in all regions of the ISME membership. Commission seminars bring together early career and experienced researchers from a broad geographic representation. Acknowledgments The first draft of each paper submitted was independently reviewed by three research commissioners and the selected contributions were included in the pre-seminar Proceedings. Papers for this eBook were updated taking into account the questions posed during the seminar. We take this opportunity to thank David Forrest for his guidance on format, Adrian Mulgrew for his editorial assistance, and all the ISME members with whom we have come in contact during the process from paper submission to publication. We especially thank the Federal University of Paraíba and ISME for their sponsorship. Our sincere appreciation is expressed to our hosts Luis Queiroz and Vanildo Marinho who made the seminar possible. Most of all, we are grateful to the authors for their patience and hard work in preparing their contributions. This was truly a team endeavour and we hope that the authors agree that it was worth the effort. Oscar Odena and Sérgio Figueiredo, November 2014 3 Table of Contents Alvares, Sergio Luis de Almeida Multicultural perspectives in teaching traditional Brazilian 6 Choro music abroad through class instruction using comprehensive musicianship concepts Brittin, Ruth Should they hear what I like? Adults’ perceptions of musical 29 styles needed in the school curriculum Confredo, Deborah A. Musical collaboration: interactions between formally and informally 43 Brittin, Ruth V. trained musicians engaged in popular music rehearsals Costa, Jorge Alexandre da The Orquestra Geração - unveiling its complexity 59 Cruz, Ana Isabel Santos Mota, Graça Creech, Andrea El Sistema and Sistema-inspired programmes: principles and 77 González-Moreno, Patricia practices Lorenzino, Lisa Waitman, Grace Geringer, John M. Preferences for tempo and pitch levels in classic rock music of 98 Ilari, Beatriz the United States and Latin America Johnson, Christopher M. Giglio, Marcelo Recording and playing the reflective discussion on music 114 improvisation in the classroom Gluschankof, Claudia Preschool as a musical-cultural system Palestinian girls dance 130 their worlds in a bilingual (Arab and Hebrew) preschool Johnson, Christopher M. Participant perceptions of instruction in appropriate rubato 148 Tast, Rebecca L. usage on performances of Mozart Lierse, Sharon The link between cultural and musical backgrounds and ability: an 161 investigation into music education students at a Malaysian university. Lima, Maria Helena de Keller, Damian The everywhere music: research on ubiquitous music, ICT, 177 Pimenta, Marcelo music and education. Lazzarini, Victor 4 Limongi, Ramiro Contemporary music, music reading, and aesthetic response: 194 Frega, Ana Lucía a CRDI study at undergraduate school. Preliminary report Galante, María Gabriela Castro, Dionisio Love, Karlin Risky apprenticeships: a case study of “signature pedagogies” 209 Barrett, Margaret in an orchestra composers’ school. Madsen, Clifford The relationship between teacher preparation and long-term 229 Geringer, John M. teaching effectiveness Morrison, Steven J. Gestural content influences evaluations of ensemble performance 242 Price, Harry E. Smedley, Eric S. Meals, Cory L. Omolo-Ongati, Rose A. Indigenous music for classroom practice: a process of building 260 or burning bridges? Senyshyn, Yaroslav Critical reflections and relational understandings of musical values: 274 O’Neill, Susan A. transformative learning with post-secondary music education students Silva, Helena Lopes da Meanings and conceptions about the music activities in the Open 288 School: a case study Upitis, Rena Independent music teaching in the 21st century: what teachers 299 Brook, Julia tell us about pedagogy and the profession Abrami, Philip C. Varela, Wynnpaul Welch, Graham An evaluation of children’s instrumental learning in the Every 316 Saunders, Jo Child a Musician (ECaM) programme Himonides, Evangelos Whitaker, Jennifer A. A content analysis of responses to music teaching videos on 330 Orman, Evelyn K. YouTube Yarbrough, Cornelia Wolf, Debbie Lynn Student perceptions of choral festivals in China and the USA 346 Zdzinski, Stephen F. A model of musical home environment, parenting style, and 361 Russell, Brian psychosocial maturity predicting academic and musical success 5 Multicultural Perspectives in Teaching Traditional Brazilian Choro Music Abroad through Class Instruction using Comprehensive Musicianship Concepts Sergio Luis de Almeida Alvares Universidade Federal do Rio de Janeiro, Brazil [email protected] Abstract The purpose of the study was to foster multicultural perspectives in teaching traditional Brazilian Choro music through class instruction to a particular group of American university music students. The theoretical and pedagogical foundations for the development of the study relied upon concepts of comprehensive musicianship, educational objectives and practices, modes of musical knowledge, and aesthetic cultural meaning and relevance of Choro music presented to music students outside Brazil. Research methodology was designed using a qualitative phenomenological approach with descriptive method techniques and procedures. Data were collected through participant-observational and action research practices for a period of five weeks during the Fall semester of 2012. Students were grouped into three different classes with distinct instructional objectives. A jury of 12 members evaluated students live performances on Choro. Results evidenced a hierarchy on three different instructional strategies. Conclusions of the study supported the inclusion of multicultural practices using Choro music experiences overseas with recommendations for further research in other institutions and nations. 6 Keywords: Choro, class instruction, comprehensive musicianship, multicultural perspectives, global music education. Introduction The article describes the experience of teaching traditional Choro music to one American university in the Fall semester of 2012 through class instruction using comprehensive musicianship concepts. The report is organized into the following sections: (a) theoretical and pedagogical background; (b) purpose of the study; (c) methodology approaches; (d) results; and (e) conclusions. Theoretical and Pedagogical Background This section presents the foundations of the study and is divided into six segments: (a) Brazilian Choro and American Jazz; (b) comprehensive musicianship; (c) educational objectives; (d) educational practices; (e) knowledge; and (f) music and culture. Brazilian Choro and American Jazz Choro may be considered the earliest independent style of Brazilian music developed during the last quarter of the 19th century (Alvarenga, 1982; Andrade, 1962; Béhague, 1980; Hodel, 1988; Stigberg, 1986), and it has been incorporated into both art music and popular genres since then. It reflects the virtuosic, contrapuntal, and improvisatory character of Brazilian music and its 7 survival in the contemporary hot-house musical environment of Brazil is a unique case of unity in diversity nationwide. (Álvares, 1999) Carvalho (1972) states that Choro is the typical Brazilian music par excellence, and it is the Brazilian counterpart of American Jazz. Nevertheless, Aratanha (1996) maintains that Choro can not be considered Brazilian Jazz because the former appeared before rather than the latter. Schreiner (1993) indicates some similarities: (a) small mobile ensembles; (b) one or two melodic instruments playing over harmonies and walking bass lines; (c) collective performance
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