Carlisle, Katie. (2008). ‘Exploring co-implicity within secondary students’ experience of their school music environment’. GEMS – Gender, Education, Music & Society, Vol. 4
Accessed online at http://www.queensu.ca/music/links/gems/carlisle5.pdf
http://www.queensu.ca/music/links/gems/past/5th/feature_articles.htm
Exploring Co-Implicity within Secondary Students' Experience of Their School Music Environment
Katie Carlisle
"We need to embrace the complexity and contradiction that is inherent in teaching and learning and transform what is perceived to be inherent in school music settings ..."
Exploring Co-Implicity within Secondary Students' Experience of Their School Music Environment (will open as .pdf)
Katie Carlisle
This article identifies the contradiction from music education research that while large ensemble performance (namely band, orchestra, and choir) may be implicit to North American school music settings, it is not implicit to many students' identities and interests. This contradiction embodies the research problem in my study and also helps to introduce the construct of complicity and meanings that have come to be associated with co-implicity. This article explores the construct of complicity within the context of my dissertation research and explores ideas of social justice within music education settings. My dissertation studies the formative and experiential dimensions of the social-emotional climate of secondary school music environments offering alternative learning experiences in addition to large ensemble performance.
http://www.queensu.ca/music/links/gems/past/5th/feature_articles.htm
Exploring Co-Implicity within Secondary Students' Experience of Their School Music Environment
Katie Carlisle
"We need to embrace the complexity and contradiction that is inherent in teaching and learning and transform what is perceived to be inherent in school music settings ..."
Exploring Co-Implicity within Secondary Students' Experience of Their School Music Environment (will open as .pdf)
Katie Carlisle
This article identifies the contradiction from music education research that while large ensemble performance (namely band, orchestra, and choir) may be implicit to North American school music settings, it is not implicit to many students' identities and interests. This contradiction embodies the research problem in my study and also helps to introduce the construct of complicity and meanings that have come to be associated with co-implicity. This article explores the construct of complicity within the context of my dissertation research and explores ideas of social justice within music education settings. My dissertation studies the formative and experiential dimensions of the social-emotional climate of secondary school music environments offering alternative learning experiences in addition to large ensemble performance.
