Estelle Jorgensen Research Collection
Permanent link for this collectionhttps://hdl.handle.net/2022/25842
Browse
Browsing Estelle Jorgensen Research Collection by Type "Article"
Now showing 1 - 20 of 45
- Results Per Page
- Sort Options
Item A Philosophical View of Research in Music Education(Music Education Research, 2009) Jorgensen, EstelleIn this paper, four interrelated questions are addressed: What counts as research? What are some present challenges to music education research? What should be the relationship between theory and empirical data? What ought to be the distinctive features of music education research? The purpose is to elucidate how philosophical inquiry can be useful in music education scholarship in conceptualising and clarifying the nature of the field and challenging preconceived assumptions about the nature of music education research.Item A Response to Susan Laird, "Musical Hunger: A Philosophical Testimonial of Miseducation."(Philosophy of Music Education Review, 2009) Jorgensen, EstelleItem The Academic and Professional Preparation of School Music Supervisors in Canada(Canadian Music Educator, 1979) Jorgensen, EstelleThis article is the first of a series of three which will appear in the three numbers of Volume 21. We believe that there is value in having an extended look at a given topic in this fashion, and in the present instance the issue of music supervision is particularly timely. The cut-backs and budgetary prunings to which supervisory personnel are increasingly subjected make it imperative that we carefully examine our evaluative criteria.Item Another Perspective: The Joyous Composer(Music Educators Journal, 2016) Jorgensen, EstelleThe value of joy in music education through composing (interrelated with performing, improvising, and listening) is proposed. Two types of joy experienced by the composer are discussed: cognitive emotion, or emotion in response to thought; and emotional cognition, or thought centered on emotion. While the Western classical tradition can effectively bridge to other musical traditions when approached joyously and ecumenically in whatever musical traditions teachers and students are immersed, composing constitutes a powerful means of knowing joy and a metaphor for music education.Item Concerning Justice and Music Education(Music Education Research, 2007) Jorgensen, EstelleIn this paper, I explore matters concerning justice and music education. I briefly sketch responses to five interrelated questions: Why should music educators be interested in justice? What is meant by the term social justice and how is it distinguished from justice of other kinds? How do liberal views of humanity, particularly the preciousness of people and living things, serve as a basis for justice, broadly construed? What are the means and ends of re-mediating injustice? How can music educators act on behalf of justice? And I make the case for a comparative view of justice broadly construed and offer several practical steps in working against injustice and towards justice in and on behalf of music education.Item Constructing Communities of Scholarship in Music Education(Oxford University Press, 2012) Jorgensen, EstelleThis article discusses how music educational communities can be a mixed blessing. One of their disadvantages is that they can ossify musical beliefs and practices. They may be so focused on traditional practices that insularity, closed-mindedness, and parochialism on the part of community's members may make it difficult to adapt when changing circumstances and contexts require alternative ideas and practices. While forged around shared purposes and methods, communities also need to foster specialized functions and segmented groups that arise in the midst of specific and differing interests. The interplay of these forces can energize the system and open creative possibilities between sometimes contradictory purposes and approaches. The challenge for organizations is to find a balance between these forces. The creation of an international framework or organizational structure for music education scholarship is also discussed.Item Deconstructing Deleuze and Guattari's A Thousand Plateaus for Music Education(Journal of Aesthetic Education, 2013) Jorgensen, Estelle; Iris M. YobIn this essay, Deleuze and Guattari's ideas as discussed in their book, A Thousand Plateaus: Capitalism and Schizophrenia, are critically examined with a view to determining the merits of their ideas as a basis for a philosophy of music education. Three principal questions are at the heart of this analysis: What are Deleuze and Guattari asking us to believe? What is our assessment of their contributions and detractions? What are the implications of our analysis for music education? Our approach is dialogical in juxtaposing an analysis of their ideas construed more broadly with an examination of selected metaphors that they use, and thereby combining literal and figurative thought. While their thinking constitutes a limited and flawed basis for a philosophy of music education, they prompt insights that are valuable for music education thought and practice.Item Developmental Phases in Selected British Choirs(Canadian University Music Review, 1986) Jorgensen, EstelleItem Face-To-Face and Distance Teaching and Learning in Higher Education: Lessons from the Preparation of Professional Musicians(Journal of Music, Technology & Education, 2014) Jorgensen, EstelleIn this article, it is suggested that academic programmes in higher education can benefit from focusing on procedural (or practical and phenomenal) and propositional (or theoretical and abstract) knowledge. The preparation of professional musicians is particularly relevant to this issue because musicians' focus is often on procedural knowledge gained through making music. Accordingly, two approaches to preparing professional musicians are contrasted - face-to-face and distance education - and these illustrate how the transmission and acquisition of procedural knowledge works. The first, face-to-face teaching and learning, is thought about figuratively in terms of an artist who apprentices pupils or disciples and leads them to become exponents of particular musical practices. The second, distance teaching and learning in music as practiced worldwide, is informed particularly by metaphors of the web, factory and boutique that invoke, respectively, notions of connectivity, production and consumption in music education. The role of technology in mediating the process of teacher and student interaction in distance education is explored. Implications of the analysis for distance teaching and learning in higher education are sketched, with particular reference to the practical case of a hypothetical music school.Item Four Philosophical Models of the Relation between Theory and Practice(Philosophy of Music Education Review, 2005) Jorgensen, EstelleItem How Can Music Education Be Religious?(Philosophy of Music Education Review, 2011) Jorgensen, EstelleThis essay examines Alfred North Whitehead's claim that education should be construed as religious, and by extension, that music education should be religious. The analysis of questions relating to Whitehead's understanding of the notion of "religious," the defensibility of his claim, and its implications for notions of spirituality and music education and the practical work of music education is cast against the backdrop of the constitutional prohibition of the establishment of religion in the United States.Item Intersecting Social Justices and Music Education(Oxford University Press, 2016) Jorgensen, EstelleIn this chapter, responses to three interrelated questions are sketched: Why should music educators be interested in justice? What is meant by the term 'social justice' and what are the sorts of social justice? How should music educators act on behalf of justice? The case is made for a multifaceted view of justice broadly construed. Aspects of distributive justice, communitarian justice, commutative justice, contributive justice, procedural justice, retributive justice, restorative justice, poetic justice, instrumental justice, legal justice, divine justice, and justice viewed through natural law are applied to notions of social justice from the perspective of education and music education. Several practical steps in working against injustice and toward justice in and on behalf of music education are offered.Item Justifying Music in General Education: Belief in Search of Reason(Philosophy of Education Society, 1996) Jorgensen, EstelleItem Life, Liberty, and the Pursuit of Happiness: Values for Music Education(Bulletin of the Council for Research in Music Education, 2020) Jorgensen, EstelleIn this article, the meaning of values of life, liberty, and the pursuit of happiness advanced in the Declaration of Independence (1776) are critically examined from musical and educational perspectives. These values are posited not only as American values but as human values. Their theoretical and practical implications for music education are unpacked and their implications for democratic music education are assessed.Item Metaphors for a Change: A Conversation about Images of Music Education and Social Change(Journal of Aesthetic Education, 2019) Jorgensen, Estelle; Iris M. YobTwo common themes emerge in our writings over the past several decades. Estelle Jorgensen has focused partially and significantly on models and metaphors that undergird music education. Iris Yob has examined the role of higher education generally and music education specifically in creating positive social change. At times, and against the backdrop of recent writing on music education, social change, and social justice, we each have explored topics in the other's area of interest. Neither of us, however, has systematically brought together the two themes: building practices on grounding metaphors for developing music education as a means for promoting the common good. In this paper, our conversation explores some metaphors that might assist music educators' understanding and practice as agents of social change.Item Music, Myth, and Education: The Case of The Lord of the Rings Film Trilogy(The Journal of Aesthetic Education, 2010) Jorgensen, EstelleIn probing the interrelationship of myth, meaning, and education, I offer a case in point, notably, Peter Jackson's film adaptations and Howard Shore's musical scores for J. R. R. Tolkien's The Lord of the Rings trilogy - The Fellowship of the Ring, The Two Towers, and The Return of the King. Intersecting literature, film, and music allows me to explore various perspectives or ways of meaning making associated with this myth. I then trace some of the implications of the analysis for musical and general education.Item On Excellence in Music Education(McGill Journal of Education, 1980-01-01) Jorgensen, EstelleThe standards of performance in music that we have become accustomed to expect in our day are extraordinarily high. Considering that these are achieved by professionals only after intensive and prolonged training, why should music teachers, dealing with amateurs, aspire to an excellence that is so far out of reach? Would it not be realistic to settle for more modest results? Jorgensen first examines the problem of standards, finding that on each of four considerations of standard there can be both an absolutist and a relativist position, a state of affairs that leaves one with a somewhat general definition of what it is that must be excelled in order to achieve excellence. She then evolves five principles concerning the working of excellence in music education, and points to the strongly inspirational effect it has both on student and on teacher - an effect that is peculiarly achievable in music, but that clearly is equally desirable in any subject.Item On Informalities in Music Education(Oxford University Press, 2012) Jorgensen, EstelleThis article proposes a pluralistic and comparative view of informalities in music education. After critically examining issues surrounding the definition of informality, it describes and critiques informality as a metaphorical model of music education, and discusses how formality and informality intersect in this model. The discussion then sketches a contrasting manifestation of informality in the context of connectivity, another metaphorical model of music education, and notes the implications of these differing informalities for music education theory and practice.Item On Mediated Qualitative Scholarship and Marginalized Voices in Music Education(Springer, 2020) Jorgensen, EstelleThis chapter addresses two interrelated questions concerning some of the characteristic features that should exemplify mediated qualitative scholarship in music education and ways in which mediated qualitative scholarship can enable marginalized voices in music education to be heard. Mediated scholarship is broadly defined as scholarship undertaken and/or disseminated through the arts and contemporary media. The term "marginalized voices" refers to those subjects, perspectives, media, approaches, objectives, and modes of dissemination that are not valued, studied, or accounted for in music education research. Drawing on two examples of work utilizing film and video and published as chapters in this book, I examine the possibilities and challenges for mediated qualitative scholarship in music education that highlights the voices of those not otherwise heard.Item On Philosophical Method(Oxford University Press, 2006) Jorgensen, Estelle
- «
- 1 (current)
- 2
- 3
- »