Contemporary popular musics such as hip hop, techno, grime, EDM, drill, house and so on are among the most listened to in the world and yet, typically, they are barely covered in the music classroom if at all. Projects, programmes and practices that utilize contemporary popular musics have shown that there is huge potential here for enhanced inclusion. Music for Inclusion and Healing in Schools and Beyond argues that when this music is included in the school curriculum or utilised in therapeutic contexts, huge leaps in healing and wellness can be achieved, as well as educational attainment and enjoyment in school contexts.…mehr
Contemporary popular musics such as hip hop, techno, grime, EDM, drill, house and so on are among the most listened to in the world and yet, typically, they are barely covered in the music classroom if at all. Projects, programmes and practices that utilize contemporary popular musics have shown that there is huge potential here for enhanced inclusion. Music for Inclusion and Healing in Schools and Beyond argues that when this music is included in the school curriculum or utilised in therapeutic contexts, huge leaps in healing and wellness can be achieved, as well as educational attainment and enjoyment in school contexts.
Pete Dale is Lecturer in Music Education at University of York. He is currently Principal Investigator for the AHRC-funded network CUMIN (Contemporary Urban Music for Inclusion Network). Pamela Burnard is a Professor of Arts, Creativities and Educations at The University of Cambridge, in the Faculty of Education. Her solo-authored book 'Musical Creativities in Real-World Practice' (2012, OUP) promotes the multiple and inclusive authorings of multi-genred musical cultures across diverse communities. Dr. Raphael Travis Jr., LCSW is a Professor at Texas State University in the School of Social Work. Dr. Travis is founder and Director of FlowStory, PLLC.
Inhaltsangabe
* Foreword * Introduction * List of Contributors * Glossary * Part One: Curriculum and Music Education * * 1. Beat(s) For Blame: UK Drill Music, 'Race' and Criminal Injustice * Lambros Fatsis * 2. DJ School UK and Beyond: My Journey As a DJ and DJ Educator * Jim Reiss * 3. 'Bildung Life' - Holistic Ideals of Hip Hop Education * Johan Söderman * 4. Technology and the Music Curriculum: Maximising Inclusion, Diversifying Options * Pete Dale * 5. Musical Futures and Music Technology in Mainstream Music Education * Fran Hannan and Martin Ainscough * 6. Rethinking the curriculum with Future DJs and Virtuoso * Austen Smart and Scott Smart * Part Two: Healing and Wellness * 7. Power and Connection * Rawz * 8. Intentional Uses of Music: Hip Hop, Healing, and Empowerment for Youth Self-Care and Community Well-Being * Raphael Travis, Alex Crooke, and Ian Levy * 9. Becoming a Therapeutic Hip Hop Mentor * Kiran Manley * 10. Global Inclusion and Healing through Therapeutic Beat Making * Elliot Gann and Alex Crooke * 11. The Sound Pad Project: Co-Creation of Breakdancing, Dance Education, and an Inclusive Educational Technology * Nathan Geering and Simon Hayhoe * 12. Using Social Media to Cultivate Connected Learning and Social and Emotional Support through a Hip Hop Based Education Programme * Jabari Evans * Part Three: Evaluation and Impact * 13. The Hip Hopification of Education and its Evaluation * BREIS * 14. Translating Evaluation and Research into Practice: What Matters for Socially Engaged Arts Programmes in and Beyond Schools? * Pamela Burnard * 15. Untangling Earphones - Voice and Agency in Participatory Music Impact Evaluation * Douglas Lonie * 16. Evaluating Young People's Spoken Word: Popular Music Projects * Beate Peter * 17. Evaluating Well-being Outcomes of the Social Enterprise 'Noise Solution': Digital Approaches to Outcome Capture * Simon Glenister * 18. Who is Heard and Who Gets to Belong in Hip Hop? The Counterspaces of Women and Gender Minority Rappers in Finland * Inka Rantakallio * Index
* Foreword * Introduction * List of Contributors * Glossary * Part One: Curriculum and Music Education * * 1. Beat(s) For Blame: UK Drill Music, 'Race' and Criminal Injustice * Lambros Fatsis * 2. DJ School UK and Beyond: My Journey As a DJ and DJ Educator * Jim Reiss * 3. 'Bildung Life' - Holistic Ideals of Hip Hop Education * Johan Söderman * 4. Technology and the Music Curriculum: Maximising Inclusion, Diversifying Options * Pete Dale * 5. Musical Futures and Music Technology in Mainstream Music Education * Fran Hannan and Martin Ainscough * 6. Rethinking the curriculum with Future DJs and Virtuoso * Austen Smart and Scott Smart * Part Two: Healing and Wellness * 7. Power and Connection * Rawz * 8. Intentional Uses of Music: Hip Hop, Healing, and Empowerment for Youth Self-Care and Community Well-Being * Raphael Travis, Alex Crooke, and Ian Levy * 9. Becoming a Therapeutic Hip Hop Mentor * Kiran Manley * 10. Global Inclusion and Healing through Therapeutic Beat Making * Elliot Gann and Alex Crooke * 11. The Sound Pad Project: Co-Creation of Breakdancing, Dance Education, and an Inclusive Educational Technology * Nathan Geering and Simon Hayhoe * 12. Using Social Media to Cultivate Connected Learning and Social and Emotional Support through a Hip Hop Based Education Programme * Jabari Evans * Part Three: Evaluation and Impact * 13. The Hip Hopification of Education and its Evaluation * BREIS * 14. Translating Evaluation and Research into Practice: What Matters for Socially Engaged Arts Programmes in and Beyond Schools? * Pamela Burnard * 15. Untangling Earphones - Voice and Agency in Participatory Music Impact Evaluation * Douglas Lonie * 16. Evaluating Young People's Spoken Word: Popular Music Projects * Beate Peter * 17. Evaluating Well-being Outcomes of the Social Enterprise 'Noise Solution': Digital Approaches to Outcome Capture * Simon Glenister * 18. Who is Heard and Who Gets to Belong in Hip Hop? The Counterspaces of Women and Gender Minority Rappers in Finland * Inka Rantakallio * Index
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