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These files are maintained strictly for historical reference, research, and recordkeeping purposes, and the content has not been altered or updated since archiving. Content on this site may not meet current digital accessibility standards. If you require an alternative, accessible format of any information found on this site, please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
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 > > > > > > > > > Status: O