Musical identity raises complex, multifarious, and fascinating questions. Discussions in this new study consider how individuals construct their musical identities in relation to their experiences of formal and informal music teaching and learning. Each chapter features a different case study situated in a specific national or local socio-musical context, spanning 20 regions across the world. Subjects range from Ghanaian or Balinese villagers, festival-goers in Lapland, and children in a South African township to North American and British students, adults and children in a Cretan brass band, and Gujerati barbers in the Indian diaspora.To the Malaysian Chinese community, Western classical music and the piano offered additional attractions. ... (grade 1) to advanced (grade 8).11 Alongside practical skills, the ABRSM evaluated knowledge of music theory and ... of music preselected by the Board for each grade, instructional manuals covering principles of theory, books of scales and arpeggios for each grade (complete with suitable fingerings), and previous examinations republished for students as practice material.
|Title||:||Learning, Teaching, and Musical Identity|
|Publisher||:||Indiana University Press - 2011|