Cover

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Contents

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pp. v-vi

Acknowledgments

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p. vii

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Introduction: The Globalization and Localization of Learning, Teaching, and Musical Identity

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pp. 1-19

From many recent explorations of children’s musical lives, it is clear that children’s musical identities are influenced not only by formal music-learning activities within the classroom, but also by informal music-learning experiences beyond. These include learning in the playground and learning through exposure to various media, as part of a network that may be familial...

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1 The Permeable Classroom: Learning, Teaching, and Musical Identity in a Remote Australian Aboriginal Homelands School

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pp. 20-32

From many recent explorations of children’s musical lives, it is clear that children’s musical identities are influenced not only by formal music-learning activities within the classroom, but also by informal music-learning experiences beyond. These include learning in the playground and learning through exposure to various media, as part of a network ...

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2 Popular Music Listening as “Non-Resistance”

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pp. 33-46

Popular music was once a symbol of youth rebellion against the older generation and its received traditions. Japan is no exception. In the 1960s, there was an extensive student movement, on whom the Beatles had a strong impact when the Fab Four gave a concert in Japan in 1966. The then postwar-born youth was called the...

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3 From Homeland to Hong Kong

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pp. 47-59

How is it that Filipinos are able to sing in spontaneous harmony without notation, I wonder? Hong Kong people are always commenting on how musical the many Filipinos living in that city are, as they have an obvious love of singing and performing. I am constantly amazed by the way so many of them can sing in harmony...

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4 Village, Province, and Nation

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pp. 60-72

The Indonesian island of Bali, off the eastern tip of Java, is home to a population of approximately three and a half million Balinese. Popular as a tourist destination, Bali’s main livelihood is agrarian, with rice as the major crop. Some aspects of Balinese cultural representation are sometimes similar to those...

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5 Music for a Postcolonial Child

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pp. 73-90

I am the native informant. I begin my story with an enduring childhood memory. I am standing in an air-conditioned waiting area of an expensive hotel in Kuala Lumpur, the capital of Malaysia. My surroundings are meticulously Western in a city and climate unyieldingly tropical. I am seven years...

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6 Continuity and Change

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pp. 91-108

Described by the Indian scholar T. G. Vaidyanathan as the “master paradigm that runs like a leitmotif through India’s checkered history” (1989: 148), the bond between a master (guru) and a disciple (shishya) is particularly significant in the training of the arts in India. Underpinning both of India’s classical music...

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7 “Music Is in Our Blood”

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pp. 109-127

In many parts of the Muslim world there is a strong link between the professions of barber and musician. The connection has been most thoroughly explored by ethnomusicologists in Afghanistan, where two important instruments of rural music, the sorna (shawm) and the dohol (double-headed frame...

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8 Greek Popular Music and the Construction of Musical Identities by Greek-Cypriot School Children

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pp. 128-141

Elements of “Greek-ness” in Greek-Cypriot children’s constructions of their musical identities are expressed through their talk and musical behaviors. The complexity and diversity of children’s musical identity construction is marked by their relations to different musical styles within Greek popular music in the Greek-Cypriot context of the Republic of Cyprus. Musical manifestations...

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9 Music-Learning and the Formation of Local Identity through the Philharmonic Society Wind Bands of Corfu

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pp. 142-155

Corfu is an island of 108,000 people, the largest of the seven Ionian Islands, located in western Greece. The island was occupied successively by the Venetians (1386–1797), the French (1797–1799 and 1807–1814) and the Russians (1799–1807). It became the capital of the nineteenth-century independent state named Ionian State (Ionion Kratos) (1816–1864), ...

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10 Playing with Barbie: Exploring South African Township Children’s Musical Games as Resources for Pedagogy

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pp. 156-169

On any day in a primary school playground in a South African urban township, children are engaged in varied musical-dance play and performances. Their myriad forms of “musicking” (Small 1998) manifest their musical and social identities, communication, and interactions. On the same day in the same township school in the Arts and Culture classroom, one may also...

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11 Personal, Local, and National Identities in Ghanaian Performance Ensembles

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pp. 170-183

Anyone who has visited Ghana in West Africa will probably have encountered music and dance in performance. The events generally appear happy and celebratory, with little sense of the occasion as a nexus for a range of decisions around cultural identity that may be embodied in the style of the event, choice of material, and response...

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12 Music Festivals in the Lapland Region

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pp. 184-196

The huge crowd that I am a part of has just made a big transition. From sitting quietly on the large green courtyard lawn, having a cheerful and cozy picnic, we are now jumping, dancing, and roaring wildly—twenty-five hundred people ranging in age from ten to seventy-five, behaving like mad teenage fans. While the previous “picnic-music...

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13 Shaping a Music Teacher Identity in Sweden

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pp. 197-209

All students in Swedish high schools are obliged, irrespective of which theoretical or vocational courses they undertake, to study an aesthetic subject. Students can typically choose between music, art, and drama. The course is approximately thirty hours, and the national curriculum only describes...

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14 Icelandic Men and Their Identity in Songs and in Singing

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pp. 210-226

There is a tendency to portray contemporary masculine identity as being in conflict with singing and song, especially in formal educational settings (Adler 2005; Harrison 2008). Even research on the benefits of singing in relation to health and well-being reports gender differences (Clift and Hancock 2001). For the Icelandic...

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15 Discovering and Affirming Musical Identity through Extracurricular Music-Making in English Secondary Schools

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pp. 227-238

For well over fifty years, a defining characteristic of English secondary school music education has been its extracurricular activities—those collective musical endeavors undertaken voluntarily, outside the school day, by students and staff with a particular enthusiasm for music. Historically, these have included orchestras, choirs...

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16 Scottish Traditional Music: Identity and the“Carrying Stream”

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pp. 239-251

Scotland, along with England, Northern Ireland, and Wales, is one of the four countries comprising the United Kingdom. Having a population of just over five million, it is unique among the four nations in that after a period of nearly three hundred years, it now has its own devolved Parliament once again. On 12 May 1999, the day of the Parliament’s first meeting, emotions were running high when Winnie Ewing...

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17 Performance, Transmission, and Identity among Ireland’s New Generation of Traditional Musicians

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pp. 252-266

While Irish traditional music has long been celebrated in terms of national culture, the past twenty-five years or so have also witnessed an embrace of this musical style within the mainstream of contemporary popular culture in Ireland and elsewhere. This chapter provides some snapshots of the practices and perspectives...

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18 Fostering a “Musical Say”: Identity, Expression, and Decision Making in a US School Ensemble

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pp. 267-280

The emergence of a musical identity takes place not only through opportunities to listen to and perform music, but also through being involved in expressive decision making concerning a range of musical parameters. Giving children the opportunity to make expressive musical decisions in classroom projects...

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19 Diversity, Identity, and Learning Styles among Students in a Brazilian University

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pp. 281-294

One of the main characteristics of music-making in Brazilian society is that it encompasses a myriad of cultures, traditions, genres, and musical styles, which vary considerably from region to region. In addition to this rich historical legacy, the roles of music in contemporary society are being affected by rapid transformations occurring in the last few decades, particularly with the expansion...

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20 SIMPhonic Island: Exploring Musical Identity and Learning in Virtual Space

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pp. 295-307

The story above is from my field notes describing a student’s experience in an online class that takes place in a virtual setting, SIMPhonic Island, http://simphonicisland.wordpress.com/, located in the Metaverse. The term Metaverse was first introduced in Stephenson’s Snow Crash (1992:24). I define the Metaverse as a virtual embodied world. Usually associated with gaming, this...

List of Contributors

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pp. 309-314

Index

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pp. 315-319