[Xmca-l] Re: Non-formal music education for working-class children

[Ulvi İçil]

Thanks Dan!

2013/12/4 Daniel Hyman <daniel.a.hyman.0@gmail.com>

> This profile of Roberta Guaspari, with some of the links from it, relates
> to the experience of teaching Western classical music to impoverished
> children, though it is not a thesis:
>
> http://en.wikipedia.org/wiki/Roberta_Guaspari
>
> Best,
> Dan
>
>
>
> On Wed, Dec 4, 2013 at 8:42 AM, Ulvi İçil <ulvi.icil@gmail.com> wrote:
>
> > Thank you very much Michael!
> >
> > 2013/12/4 Michael Downton <downtonm@stjohns.edu>
> >
> > > Hi Ulvi (and others),
> > >
> > > To add on to Peter's remarks, I can't think of anything that addresses
> > the
> > > specific question.  The Jazz House Kids group is wonderful, along with
> > > Little Kids Rock (www.*littlekidsrock*.org).
>  > >
> > > There is a book by Patricia Sheehan Campbell called "Songs in Their
> > Heads"
> > > that I believe addresses the impact of music on families.  I don't have
> > the
> > > book in my office right now, but I remember there being something in
> > there.
> > >
> > > As a side note, I'm working with an after-school program called
> > > In-Addition.  They are incorporating more arts/music based projects
> this
> > > year.  One thing they do is go on 2 camping trips (one at the beginning
> > of
> > > the semester and one at the end).  This past trip, we gave parents a
> poem
> > > and had them construct a "song" using only materials they found in the
> > > woods.  They had 45 minutes to come up with something and then perform
> it
> > > for everyone (including their children).  The end result was
> astounding!
> > >  These are people that had no formal training in music (for the
> exception
> > > of 2 parents).  We have yet to go over some of the interviews with did
> > with
> > > the parents and kids, but the kids noted that they were surprised their
> > > parents would do something like that.  It showed them that it was ok to
> > > take a risk.  The parents remarked how they learned to work together,
> > that
> > > everyones suggestions were valued, and how they were able to 'come out
> of
> > > their shell'.
> > >
> > > While it is not specifically Western Classical music, the theme is
> > > something we are very interested in investigating more.
> > >
> > > -Michael Downton
> > > Assistant Professor
> > > Curriculum and Instruction
> > > St. John's University
> > >
> > >  On Dec 4, 2013, at 6:19 AM, Ulvi İçil <ulvi.icil@gmail.com> wrote:
> > >
> > > Thank you very much Peter!
> > >
> > > 2013/12/4 Peter Smagorinsky <smago@uga.edu>
> > >
> > > Ulvi, I can't directly answer your inquiry, which I'm happy to see
> posed
> > > here. But I can direct you to an incredibly successful organization
> that
> > > focuses on jazz rather than classical music.
> > > http://jazzhousekids.org/home.php is run by singer Melissa Walker and
> > her
> > > husband, bass player Christian McBride (probably the world's greatest
> > jazz
> > > bassist at this point) in the Newark, NJ area. I know of it because my
> > > brother is chair of their board (and McBride's 3rd favorite bass
> player,
> > I
> > > might add, after Ray Brown, whose bass McBride plays, and Jaco
> > Pastorius).
> > >
> > > They do collect whatever they can find that justifies the role of music
> > in
> > > education and beyond, and include lists of benefits and outcomes,
> > although
> > > I don't know how many of them have empirical support beyond what the
> > people
> > > in the program find through their work with kids. I've written a couple
> > of
> > > checks, and a couple of pieces supporting what they do:
> > >
> > > Smagorinsky, P. (2013, January 21). My View: Hear the music - STEM
> > studies
> > > aren't the only path to a better future. CNN Schools of Thought.
> > Available
> > > at
> > >
> > >
> >
> http://schoolsofthought.blogs.cnn.com/2013/01/22/hfr-my-view-hear-the-music-stem-studies-arent-the-only-path-to-a-better-future/
> > >
> > > Walker, M., & Smagorinsky, P. (2013, January 1). The power of school
> > music
> > > programs: Students come for the music and stay for the math. Atlanta
> > > Journal-Constitution. Available at
> > >
> > >
> >
> http://blogs.ajc.com/get-schooled-blog/2013/01/01/the-power-of-school-music-programs-students-come-for-the-music-and-stay-for-the-math/?cxntfid=blogs_get_schooled_blog
> > >
> > > These brief essays are not research, but describe how their programs
> do a
> > > great job with a whole lot of kids in providing what I've called a
> > positive
> > > social updraft in their lives through music.
> > >
> > > Anyhow, hope this helps, and that if anyone's got a few bucks to donate
> > to
> > > a good cause, they keep this great outfit in mind. p
> > >
> > > -----Original Message-----
> > > From: xmca-l-bounces@mailman.ucsd.edu [mailto:
> > > xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Ulvi Içil
> > > Sent: Wednesday, December 04, 2013 4:46 AM
> > > To: eXtended Mind, Culture, Activity
> > > Subject: [Xmca-l] Non-formal music education for working-class children
> > >
> > > Dear all,
> > >
> > > Does any body know for any experience in which a master or Ph.D. thesis
> > is
> > > written for an experience in which low income children learn playing
> > music
> > > instruments for Western classical music and this process, together with
> > > children's changes also the lives of  the parents, functioning as a
> > > learning process for parents also, in overall changing the interactions
> > > between children and parents, and children themselves.
> > >
> > > Ulvi
> > >
> > >
> > >
> > >
> >
>