Aesthetic and Pedagogical Compasses: The Self In Motion

This is a story of composing and being composed by “Aesthetics and curriculum”, a course I taught for 28 years at the University of Illinois. The course aimed at living with questions, as Rilke famously suggested, rather than seeking ultimate answers; heightened experience, wonder and exploration rather than mastery; creating openings rather than pre-destined knowledge. Tuning inward and outward were complementary processes that supported each other in a dynamic conversation involving artworks, the self, and aesthetic theories. We learned about ourselves in the process of encountering artworks and aesthetic theories, and, in turn, the encounter with our individual selves was crucial to the understanding of artwork and aesthetic theories. The aspiration to connect, to open ourselves to how artwork can expand us, rather than mastering it, built on Martin Buber’s notion of “I-Thou”

THE INTERPRETIVE ZONE IN INTERNATIONAL QUALITATIVE RESEARCH

This article is about the concept of interpretative zone in the international research, definig as when the researcher had been encultrurated in a different country then the one where the research was conducted. . The bases of this concept in hermeneutics and in Antropology, among other theories, are revised. The basic tension between emic and ethics of the qualitative research are lightned, through a methological analyses on the relationship between the researcher’s self and “others”. The interpretative zone concept is exemplified through the analyses of the author’s cultural informed perspective on the meaning constructing processes of three research experiences. Those researches were focused on school art education, arts and music, developed in the United the States, when the author was raised in Israel, and in Israel, after the author had been a resident of US for many years.This article is about the concept of interpretative zone in the international research, definig as when the researcher had been encultrurated in a different country then the one where the research was conducted. . The bases of this concept in hermeneutics and in Antropology, among other theories, are revised. The basic tension between emic and ethics of the qualitative research are lightned, through a methological analyses on the relationship between the researcher’s self and "others". The interpretative zone concept is exemplified through the analyses of the author’s cultural informed perspective on the meaning constructing processes of three research experiences. Those researches were focused on school art education, arts and music, developed in the United the States, when the author was raised in Israel, and in Israel, after the author had been a resident of US for many years

What musicianship can teach educational research

This paper argues that the processes involved in making, listening to and creating music can teach us about the processes of research. These processes include form, rhythm, harmony, timbre, melody and polyphony. A second set of ideas addresses ways of doing (which, following Dewey, are inevitably ways of becoming) in interviews, observations and the communication of research. Ways of doing/becoming include improvisation, empathy, embodiment, three-pronged connection and collaborative research

What musicianship can teach educational research

This paper argues that the processes involved in making, listening to and creating music can teach us about the processes of research. These processes include form, rhythm, harmony, timbre, melody and polyphony. A second set of ideas addresses ways of doing (which, following Dewey, are inevitably ways of becoming) in interviews, observations and the communication of research. Ways of doing/becoming include improvisation, empathy, embodiment, three-pronged connection and collaborative research

Metodologias qualitativas de investigação em Educação Musical

Neste artigo são abordadas as questões gerais que respeitam às Metodologias Qualitativas de Investigação em geral e em Educação Musical em panicular. Proporciona-se o seu enquadramento na Investigação vs. Metodologias Quantitativas, traçando a sua origem filosófica, conceito de realidade, etnografia e biografia. Especificamente em relação à Educação Musical, discutem-se métodos e critérios no que toca à recolha e análise de dados bem como problemas de ética e critérios de qualidade

Metodología de investigación cualitativa: Prestando atención a la música escolar como género en sus micro y macro contextos

El significado de cualquier tipo de música es inseparable de las condiciones bajo las cuales se genera y experimenta. La comprensión de la ¿música escolar¿ como género requiere entender los contextos en que se forma y se define. Los contextos influyen en qué y cómo enseñan los maestros, determinando mensajes explícitos e implícitos, y valores. En este artículo me concentro en el contexto institucional o meso contexto ¿las estructuras y fines del sistema escolar¿, en su interacción con el micro contexto ¿las intenciones y la experiencia de los maestros¿ y con el macro contexto ¿los valores de la cultura y de la sociedad