Arts Education & Physical Education (Conference proceedings)
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Item type: Item , A process of change in the teaching and learning of traditional music performance in Ennis, Co. Clare 1961-1980 (Pre-published version)(St. Patrick's College, Dublin, 2011) Cotter, GeraldineEnnis, Co. Clare is now considered to be one of the principal strongholds of traditional Irish music practice in the world. However prior to 1961, the music practice in the town appears to have been limited to a few musicians, many of whom had roots in rural areas. A history of unbroken effective teaching has contributed to this transformation since then. This paper addresses the emergence of the formalisation of the transmission of traditional music through educational means i.e. the setting up of the first institutionally led class in 17/4/1961. I will examine the conditions which led to it; looking at the ideological foundations which underpinned the introduction of this formal structure, focussing principally on the institutional bodies through which it occurred; namely the Clare Vocational Education Committee and Comhaltas Ceoltóirí Éireann. Since then there has been a steady increase in the number of and the diversity of class contexts in order to meet the demands of growing student numbers and the broader changes in society. I will trace the connections between it and subsequent classes in Ennis and its hinterland, considering how it contributed to the reshaping of the identity of Ennis, from being a place largely devoid of traditional music to becoming a place internationally known and recognised as a major hub of the tradition.Item type: Item , An evaluation of Irish primary school children’s physical activity during the segmented school-day(DCU [Dublin City University], 2013) Murtagh, Elaine; Ní Chróinín, Déirdre; Hegarty, DeirdreItem type: Item , Rhetoric and reality: Examining the policy-practice interface of European and Irish arts policy (Pre-published version)(EERA [European Educational Research Association], 2013) Kenny, AilbheThis paper addresses European and Irish arts and cultural policy as both a form of ‘rhetoric’, or policy intention and ‘reality’, viewed as policy enactment. Taking a sociocultural view, social, economic, cultural and political values cannot be separated from written policies. This paper through a policy analysis identifies both macro and micro perspectives to illuminate and problematise policy surrounding Irish arts communities. The macropolicy analysis aims to contextualise the “official perspective” (Bogdan & Biklen, 2007, p. 128) of Irish arts communities through a policy document analysis of key European Union (EU), Irish and local arts and cultural policies. The micro policy document analysis seeks to narrow the gap between rhetoric (policy intention) and reality (policy enactment). Elite interviews with four policymakers illuminated how policies were interpreted and mediated at both national and local levels in practice or ‘reality’.Item type: Item , Scene and heard: Exploring a jazz ensemble as a community of musical practice(ISME [International Society for Music Education], 2012) Kenny, AilbheThis paper explores a jazz ensemble as it formed a “community of musical practice” (CoMP). Underpinned by a constructionist worldview, the study focused on the concept of “situated learning” within an adult jazz music ensemble based in Ireland. In this way, individual and collective meaning making, experiences, learning processes, interactions, relationships, and development of “practices” within the jazz ensemble were examined in context. Through a qualitative case study approach, data from observations, video recordings, interviews and participant logs were gathered over nine-months. As the study centred on examining the complexities of social processes of learning through music, this extensive varied data collection ensured an in-depth investigation of the jazz ensemble “on the ground.” The “community of practice” (CoP) theoretical framework in particular underpinned the research in order to shape the interpretation and analysis of the data findings. Employing the conceptual tools within the CoP model, the study findings illuminated and attempted to explain the jazz ensemble practices, nature of musical engagement, varying types of membership, negotiation of shared goals and types of learning tools as experienced within this music community. Such insights highlight the importance of group music making opportunities where participation, shared learning, identity formation, diversity and sustained relationships are paramount.Item type: Item , Social questions, musical answers: Local government music policy and practice (Pre-published version)(Mary Immaculate College, University of Limerick, 2009) Kenny, AilbheArts within local government polices and practices has been increasing worldwide. These local government arts agendas are primarily aimed at raising artistic standards, enhancing the quality of life within communities and supporting artists. Further objectives such as developing and promoting social capital are also very apparent within both local government arts remits and initiatives. This paper examines the integration of the arts into local government from a variety of perspectives. An investigation of where local government arts are situated in relation to capital theories and the tensions between arts and social aims are considered. Using Ireland and music development as the focus, specific local government music initiatives are examined. These case studies highlight the significance of local government involvement in music and its importance in enhancing social capital, providing access to music and music making, community participation, cultural diversity and its value in developing identity and a ‘sense of place’ within communities. Using such an investigation the challenges surrounding the role of local government in fostering and supporting vibrant music communities is explored.Item type: Item , In whose image? Cultivating creativity in a culture of compliance(INTO [Irish National Teacher's Organisation], 2009) Morrissey, DorothyItem type: Item , Socio-cultural perspectives on multicultural music education: reappraising the content of music curricula(2009) Moore, GwenChanging social demographics in all parts of the world have brought about the need for changes in curriculum content in education and by extension, music education. In this paper I discuss sociocultural perspectives on multicultural music education with particular reference to a) tolerance and understanding, and b) multicultural awareness and open-mindedness as rationales for multicultural music education. Current provision for multicultural music education in second level curriculum documents and highlights from the Music Education National Debate (2004) is discussed in the light of recent sociocultural changes in Irish society. Findings from a survey and focus group discussion point to sociocultural rationale for multicultural music education in Ireland. Moreover, data from second level music teachers’ experiences and attitudes of their training and music education practice suggest that content at both second and in higher music education in Ireland is due for reappraisal. To conclude, I propose Campbell’s Concentric Circles Model (1996) as a way forward for