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African American high school student...

Becker, Carla Marie.

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African American high school students in a space of creative engagement: From can't to can.

Record Type:	Electronic resources : Monograph/item
Title/Author:	African American high school students in a space of creative engagement: From can't to can./
Author:	Becker, Carla Marie.
Description:	319 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3622257
ISBN:	9781303939020

African American high school students in a space of creative engagement: From can't to can.
Becker, Carla Marie.

African American high school students in a space of creative engagement: From can't to can. - 319 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2014.

Most North American high-school music programs require participation within the traditional band/choir/orchestra paradigm. Research suggests, however, that many African American students feel disconnected from course offerings like these. Rejecting school-based music education, many African American youth are actively engaged in community-based programs, creating, producing, writing, and practicing various art forms of their own interest, becoming producers of knowledge and culture. Some researchers have investigated arts programs that attract African American students through spoken word, Hip Hop, and gospel ensembles, resulting in high levels of engagement and participation. Few, however, have studied school-based programs that offer experiences in multiple, creative, and multi-faceted art platforms. Using qualitative research methods, this study investigated an exemplary program, the High School for Recording Arts, St. Paul, Minnesota, which has a track record of attracting, retaining, and graduating African American students. The researcher explored how racial identity is expressed and negotiated through creative engagements with multimodal art forms. Troubling standardized discourses around student success -- norms which are derivative of white middle class values -- high levels of engagement and self-actualization were discovered, which were linked to myriad musical and artistic processes. The findings indicate that African American students who had previously displayed disengaged behavior in schools, flourished when they were offered the space and freedom to explore. Students became increasingly sophisticated musicians, multi-modal producers, entrepreneurs, critical thinkers, world travelers, community activists, producers of knowledge, and self-initiated learners. Findings indicate that it is possible to create an arts/music program that encourages such development by implementing unique and innovative school structures, policies, curricula, and pedagogy. Moreover, it is clear that race matters in education. Yet, diverse conceptions of race and the performance of race were not easily characterized by researcher, students, or school administration. Implications, especially around race, speak to important contemporary issues in music education with regard to policy, school structure, curricula, instruction, student relationships, and creative production.

ISBN: 9781303939020Subjects--Topical Terms:

3168367
Music education.

African American high school students in a space of creative engagement: From can't to can.
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245 1 0 $a African American high school students in a space of creative engagement: From can't to can.
300 $a 319 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Advisers: Randall E. Allsup; Lori Custodero.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2014.
520 $a Most North American high-school music programs require participation within the traditional band/choir/orchestra paradigm. Research suggests, however, that many African American students feel disconnected from course offerings like these. Rejecting school-based music education, many African American youth are actively engaged in community-based programs, creating, producing, writing, and practicing various art forms of their own interest, becoming producers of knowledge and culture. Some researchers have investigated arts programs that attract African American students through spoken word, Hip Hop, and gospel ensembles, resulting in high levels of engagement and participation. Few, however, have studied school-based programs that offer experiences in multiple, creative, and multi-faceted art platforms. Using qualitative research methods, this study investigated an exemplary program, the High School for Recording Arts, St. Paul, Minnesota, which has a track record of attracting, retaining, and graduating African American students. The researcher explored how racial identity is expressed and negotiated through creative engagements with multimodal art forms. Troubling standardized discourses around student success -- norms which are derivative of white middle class values -- high levels of engagement and self-actualization were discovered, which were linked to myriad musical and artistic processes. The findings indicate that African American students who had previously displayed disengaged behavior in schools, flourished when they were offered the space and freedom to explore. Students became increasingly sophisticated musicians, multi-modal producers, entrepreneurs, critical thinkers, world travelers, community activists, producers of knowledge, and self-initiated learners. Findings indicate that it is possible to create an arts/music program that encourages such development by implementing unique and innovative school structures, policies, curricula, and pedagogy. Moreover, it is clear that race matters in education. Yet, diverse conceptions of race and the performance of race were not easily characterized by researcher, students, or school administration. Implications, especially around race, speak to important contemporary issues in music education with regard to policy, school structure, curricula, instruction, student relationships, and creative production.
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