東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Body, mind, spirit: In pursuit of an...

Mell, Margaret R.

Linked to FindBook

Google Book

Amazon

博客來

Body, mind, spirit: In pursuit of an integral philosophy of music teaching and learning.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Body, mind, spirit: In pursuit of an integral philosophy of music teaching and learning./
Author:	Mell, Margaret R.
Description:	214 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3960.
Contained By:	Dissertation Abstracts International71-11A.
Subject:	Philosophy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3423239
ISBN:	9781124239439

Body, mind, spirit: In pursuit of an integral philosophy of music teaching and learning.
Mell, Margaret R.

Body, mind, spirit: In pursuit of an integral philosophy of music teaching and learning. - 214 p.

Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3960.

Thesis (Ph.D.)--Temple University, 2010.

This dissertation investigates extant literature on the contributions of spirituality within music education from perspectives of philosophical writers in the field. It introduces Integral Theory, which features a five element heuristic: (a) four quadrants of human experience, specifically, subjective, objective, individual, and collective perspectives; (b) levels (or stages) of human development; (c) lines of human development; (d) states of consciousness; and (e) types or styles of being and acting in the world. Finally, this dissertation applies Integral Theory's multi-perspective approach to the dynamic elements that engage body, mind, and spirit as teacher and learner perform, listen to, compose, and improvise music.

ISBN: 9781124239439Subjects--Topical Terms:

516511
Philosophy.

Body, mind, spirit: In pursuit of an integral philosophy of music teaching and learning.
LDR:03597nam 2200361 4500 001 1403850
005 20111114142552.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124239439
035 $a (UMI)AAI3423239
035 $a AAI3423239
040 $a UMI $c UMI
100 1 $a Mell, Margaret R. $3 1683131
245 1 0 $a Body, mind, spirit: In pursuit of an integral philosophy of music teaching and learning.
300 $a 214 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3960.
500 $a Adviser: Beth Bolton.
502 $a Thesis (Ph.D.)--Temple University, 2010.
520 $a This dissertation investigates extant literature on the contributions of spirituality within music education from perspectives of philosophical writers in the field. It introduces Integral Theory, which features a five element heuristic: (a) four quadrants of human experience, specifically, subjective, objective, individual, and collective perspectives; (b) levels (or stages) of human development; (c) lines of human development; (d) states of consciousness; and (e) types or styles of being and acting in the world. Finally, this dissertation applies Integral Theory's multi-perspective approach to the dynamic elements that engage body, mind, and spirit as teacher and learner perform, listen to, compose, and improvise music.
520 $a I use Integral Theory's four quadrants of human experience to summarize, categorize, analyze, and map aspects of presenters' papers and the final round table discussion at the Spirituality Symposium, Spirituality: More than just a concept?, during the International Society of Music Education Conference (ISME), July, 2008, in Bologna, Italy. I use Integral Theory's levels of human development to map Edward Sarath's Levels of Creative Awareness, as he applies it to trans-stylistic jazz improvisation pedagogy. Sarath's melding of jazz music practices, and music theory and analysis with personal and collective non-music influences, transpersonal elements, and meditation mirrors Integral Theory's second element.
520 $a Results from this philosophical inquiry show that discussions and pedagogy focusing on spirituality in music education include (a) teacher and student levels of proficiency and excellence in music, (b) personal and collective transformation, (c) diverse descriptions and interpretations of transcendence as they pertain to music's effect on persons, (d) understanding self and other especially meaning, value, belief, and moral systems, (e) receiving and dealing with emotions and feelings in professional settings, (f) brain, biological, and physical aspects, (g) personal and collective imagination, creativity, mystery, wonder, intention, attention, awareness, mindfulness, playfulness, authenticity, flow, (h) identified stake-holding cultural collectives, (i) environmental, institutional, educational, religious, and ideological factors, and (j) curriculum and experiential practices and guidelines. A close reading of flow pedagogy in early childhood music teaching shows some similar methodologies.
590 $a School code: 0225.
650 4 $a Philosophy. $3 516511
650 4 $a Education, Music. $3 1017808
650 4 $a Spirituality. $3 534780
690 $a 0422
690 $a 0522
690 $a 0647
710 2 $a Temple University. $b Music Education. $3 1683132
773 0 $t Dissertation Abstracts International $g 71-11A.
790 1 0 $a Bolton, Beth, $e advisor
790 1 0 $a Klein, Michael $e committee member
790 1 0 $a Dilworth, Rollo $e committee member
790 1 0 $a Swidler, Leonard $e committee member
790 1 0 $a Wright, Maurice $e committee member
790 $a 0225
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3423239