Thesis submission ID 854 | created
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Gwen Moore, Exploring the Relevance of Multicultural Music Education to Contemporary Irish Society with Particular Reference to the Experiences and Attitudes of Second Level Music Teachers
Volumes, pp.: 1 (144pp.)
Supervisor(s): John O’Flynn
General specialism: Music Education
Abstract:
This study explores the relevance of multicultural music education to contemporary Irish society with particular reference to the experiences and attitudes of second level music teachers. Philosophical, historical and socio-cultural perspectives on multicultural music education are examined in the light of international developments and in the wake of recent socio-cultural changes in Irish society. A review of second level music syllabi, a critical assessment of the Music Educators' National Debate and an exploration of socio-cultural changes in Ireland provide contextual empirical data in Chapter Three. The research methodology focuses on two distinct methods of data collection. These comprise a survey/questionnaire method
and a focus group discussion. The importance of socio-cultural, musical and global rationales find resonance in the attitudes of secondary school music teachers to multicultural music education in an Irish context. Although information from music teachers' experiences of music and music education practice exhibit reserved musical tastes, the data from both questionnaires and focus group discussion strongly support the inclusion of multicultural music education to secondary school music curricula in Ireland.
Gwen Moore, Exploring the Relevance of Multicultural Music Education to Contemporary Irish Society with Particular Reference to the Experiences and Attitudes of Second Level Music Teachers
MA, Mary Immaculate College, University of Limerick, 2005
Volumes, pp.: 1 (144pp.)
Supervisor(s): John O’Flynn
General specialism: Music Education
Abstract:
This study explores the relevance of multicultural music education to contemporary Irish society with particular reference to the experiences and attitudes of second level music teachers. Philosophical, historical and socio-cultural perspectives on multicultural music education are examined in the light of international developments and in the wake of recent socio-cultural changes in Irish society. A review of second level music syllabi, a critical assessment of the Music Educators' National Debate and an exploration of socio-cultural changes in Ireland provide contextual empirical data in Chapter Three. The research methodology focuses on two distinct methods of data collection. These comprise a survey/questionnaire method
and a focus group discussion. The importance of socio-cultural, musical and global rationales find resonance in the attitudes of secondary school music teachers to multicultural music education in an Irish context. Although information from music teachers' experiences of music and music education practice exhibit reserved musical tastes, the data from both questionnaires and focus group discussion strongly support the inclusion of multicultural music education to secondary school music curricula in Ireland.
Thesis submission ID 854