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Many Voices: Music and National Identity in Aotearoa/New Zealand
Editor: Henry Johnson
Date Of Publication: Jun 2010
Isbn13: 978-1-4438-2124-7
Isbn: 1-4438-2124-1
This collection of fourteen essays provides a starting point to re-think music and national identity in Aotearoa/New Zealand. The papers offer various perspectives on the interconnections between music and identity, while providing case-studies on diverse topics including performance, composition, and musical styles. Based on a conference held at the University of Otago, the book covers three broad themes: Cultural Diversity; Popular Culture; and, Education and High-Art. Within any nation, individuals might have a cultural identity that is related to notions of being or becoming, or they may live transcultural lives. One consequence of the nation-state is that notions of national identity are often challenged and continually changing, often brought about by social and cultural flows such as those connected with music. The intention of this book is to open up critical discourse on the many musics of Aotearoa/New Zealand. The papers represent a few sounds of a diverse nation, and sounds that do much to represent place, very often Aotearoa/New Zealand and beyond. The papers cannot cover everything, but what they can offer will hopefully open up further research on the many voices of those who call Aotearoa/New Zealand home.
Henry Johnson (henry.johnson@otago.ac.nz) is Professor in the Department of Music, University of Otago, New Zealand. His teaching and research interests are in the field of ethnomusicology, particularly the musics of Asia and New Zealand. His recent publications include The Koto (Amsterdam: Hotei, 2004), Asia in the Making of New Zealand (Auckland University Press, 2006; co-edited with Brian Moloughney), Performing Japan (Folkestone: Global Oriental, 2008; co-edited with Jerry Jaffe), and The Shamisen (Amsterdam: Brill, 2010).
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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