2004 Volume 5

Articles and Abstracts


Volume 5 Number 1: Laura A. McCammon & Heather Smigiel: Whose Narrative is it?: Ethical Issues when Using Drama with Teacher Narratives

The authors describe ethical issues they have encountered when teachers develop narratives about their own practice and then again when these narratives are later explored using drama techniques. Specifically, they look at the developmental process itself, both in the creation of the original narrative and the subsequent creation of a dramatic text. They also examine the climate of trust and respect that needs to be in place when teachers share narratives especially when the author of the narrative is not known. Issues of power relationships also arise especially when soliciting narratives from pre-service teachers and sharing them with wider audiences.

Volume 5 Number 2: Elkoshi, Rivka: Is Music “Colorful”? A Study of the Effects of Age and Musical Literacy on Children’s Notational Color Expressions

This eight-year study represents a pioneering effort to investigate color expression in children’s graphic notations at two stages of development: “Pre-literate” (age: 7.0-8.5), before students received school music instruction, and “Post-literate” (age: 14.0-15.5), three years after students acquired Standard Notation in school, and to consider the effects of age and musical literacy on notational color expressions. Two meetings with Israeli/Jewish schoolchildren were held along a course of eight years: The first meeting with 46 second-graders (1995); the second meeting with 33 ninth-graders (2003). Of these, 17 students participated in two meetings. All participants acquired Standard Notation in their sixth-grade. In each meeting, subjects performed a musical phrase called “Timbre”, represented it graphically and explained their notations. Seventy-nine notations were collected and analyzed by MSC (Morphological, Structural, Conceptual) method of interpretation (Elkoshi, 2000, 2002, 2004). Based on MSC, notations were classified under four categories: A (Association), P (Pictogram), F (Formal response), and G(Gestalt expression). Results show that the conceptual sub-division of the musical phrase into fragments (G) is color related, whereas the conceptual perception of the chronological sequence (F) is shape rather than color related. Associations (including Synesthesia) is probably age related. Post-literate notational color expressions were not affected by musical literacy.

Volume 5 Number 3: Becky Wai-Ling Packard, Katherine L. Ellison & Maria R. Sequenzia: Show and Tell—Photo-Interviews with Urban Adolescent Girls

In this project, we used photo-interviews as a method to investigate the hopes and fears of urban adolescent girls who actively participated in their community organization. The photo-interviews were featured in a collaborative, creative arts program involving urban adolescent girls from a community organization and college students enrolled in a research methods course. Case studies of four adolescent participants are presented, illustrating the role of neighborhood context and past experiences in shaping hopes and fears. The potential synergy between image-based research and arts-based education is discussed.

Volume 5 Number 4: Elliot W. Eisner: What Can Education Learn from the Arts about the Practice of Education?

My subject is what the practice of education can learn from the arts. I describe the forms of thinking the arts evoke and their relevance for re-framing conceptions of what education can accomplish.

Book Reviews

Volume 5 Review 1: Magne Espeland. Review of Sullivan, Timothy & Willingham, Lee. (Eds.) (2002). Creativity and Music Education. Toronto: Canadian Music Educators Association.

Volume 5 Review 2: Sally Armstrong Gradle. Review of Abbs, Peter. (2003). Against the flow: Education, the arts, and postmodern culture. London: RoutledgeFalmer.

Volume 5 Review 3: Joan Russell. Review of Leong, Sam. (Ed.). (2003). Musicianship in the 21st century: Issues, trends & possibilities. Sydney: Australian Music Centre.

Volume 5 Review 4: Richard Colwell. Review of ArUstegui, JosE Luis. (Ed.). (2004). The Social Context of Music Education. Champaign, IL: Center for Instructional Research and Curriculum Evaluation.


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