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High school contemporary a cappella: A descriptive phenomenology.

机译：高中当代无伴奏合唱：一种描述性现象学。

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摘要

This study examines the phenomenon of contemporary a cappella music making found in high school settings as curricular and extra-curricular offerings. Past music and music education literature has focused exclusively on contemporary a cappella at the collegiate level. Through application of a descriptive phenomenological method and incorporation an educational-sociological lens, this study advances an understanding of the educational benefit and social value of membership in contemporary a cappella at the high school level. Six recent members from three regions of the United States provided data through individual open-form interviews in which questions were derived from the participants' own speech. I incorporated phenomenological reductions and processes to negate researcher bias during data collection, analysis, and the formation of a general structure and constituent meanings of membership in high school contemporary a cappella. Participants utilized traditional music skills, individual talents, conceptions of popular culture and music, and in-group socialization to facilitate music making and reify membership. Expressing the value of group membership, individuals acted to benefit the group by cultivating social bonds, developing and fostering personal/shared connections to songs, identifying and purposing individual talents and skills, and gaining an understanding of each members' unique contribution to membership. Discussion includes implications for music education and suggestions for future research.
机译：这项研究考察了在高中环境下以课外活动形式提供的无伴奏合唱音乐的现象。过去的音乐和音乐教育文献只专注于大学时代的无伴奏合唱。通过应用描述性现象学方法并结合教育社会学的视角，本研究提高了对当代无伴奏合唱在高中阶段的教育收益和会员的社会价值的理解。来自美国三个地区的六名最近的成员通过个人开放式访谈提供了数据，这些问题来自参与者自己的演讲。我结合了现象学上的减少和过程，以消除研究人员在数据收集，分析以及高中当代无伴奏合唱的成员资格的一般结构和组成意义形成过程中的偏见。参加者利用传统音乐技能，个人才能，流行文化和音乐的概念以及团体内社交来促进音乐制作和会员资格化。为了表达团体成员的价值，个人通过培养社会纽带，发展和促进与歌曲的个人/共享联系，发现和利用个人才能和技能以及了解每个成员对成员的独特贡献来使团体受益。讨论包括对音乐教育的启示和对未来研究的建议。

著录项

  • 作者

    Burlin, Thomas B., Sr.;

  • 作者单位

    University of North Texas.;

  • 授予单位 University of North Texas.;
  • 学科 Music education.;Secondary education.;Educational sociology.;Philosophy.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 227 p.
  • 总页数 227
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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