Margaret S. Barrett and Sandra L. Stauffer We live in a "congenial moment for stories" (Pinnegar & Daynes, 2007, p. 30), a time in which narrative has taken up a place in the "landscape" of inquiry in the social sciences. This renewed interest in storying and stories as both process and product (as eld text and research text) of inquiry may be attributed to various methodological and conceptual "turns," including the linguistic and cultural, that have taken place in the humanities and social sciences over the past decades. The purpose of this book is to explore the "narrative turn" in music education, to - amine the uses of narrative inquiry for music education, and to cultivate ground for narrative inquiry to seed and ourish alongside other methodological approaches in music education. In a discipline whose early research strength was founded on an alignment with thesocialsciences, particularlythepsychometrictradition, oneofthekeychallenges for those embarking on narrative inquiry in music education is to ensure that its use is more than that of a "musical ornament," an elaboration on the established themes of psychometric inquiry, those of measurement and certainty. We suggest that narrative inquiry is more than a "turn" (as noun), "a melodic embellishment that is played around a given note" (Encarta World English Dictionary, 2007, n. p. ); it is more than elaborationon a position, the adding of extra notes to make a melody more beautiful or interesting.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
This unique and innovative text provides a forum for the presentation and discussion of narrative inquiry approaches to research in music education. Each example is accompanied by a critical commentary that situates the work in the field.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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Buch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Margaret S. Barrett and Sandra L. Stauffer We live in a 'congenial moment for stories' (Pinnegar & Daynes, 2007, p. 30), a time in which narrative has taken up a place in the 'landscape' of inquiry in the social sciences. This renewed interest in storying and stories as both process and product (as eld text and research text) of inquiry may be attributed to various methodological and conceptual 'turns,' including the linguistic and cultural, that have taken place in the humanities and social sciences over the past decades. The purpose of this book is to explore the 'narrative turn' in music education, to - amine the uses of narrative inquiry for music education, and to cultivate ground for narrative inquiry to seed and ourish alongside other methodological approaches in music education. In a discipline whose early research strength was founded on an alignment with thesocialsciences,particularlythepsychometrictradition,oneofthekeychalleng es for those embarking on narrative inquiry in music education is to ensure that its use is more than that of a 'musical ornament,' an elaboration on the established themes of psychometric inquiry, those of measurement and certainty. We suggest that narrative inquiry is more than a 'turn' (as noun), 'a melodic embellishment that is played around a given note' (Encarta World English Dictionary, 2007, n. p. ); it is more than elaborationon a position, the adding of extra notes to make a melody more beautiful or interesting. 246 pp. Englisch. N° de réf. du vendeur 9781402098611
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Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. The first collection of narrative inquiry examples in the field of music educationAccompanies each example by a critical commentary that situates the work in the fieldPresents meta-reflective commentaries from key theorists in Music and Soc. N° de réf. du vendeur 4096021
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Buch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - Margaret S. Barrett and Sandra L. Stauffer We live in a 'congenial moment for stories' (Pinnegar & Daynes, 2007, p. 30), a time in which narrative has taken up a place in the 'landscape' of inquiry in the social sciences. This renewed interest in storying and stories as both process and product (as eld text and research text) of inquiry may be attributed to various methodological and conceptual 'turns,' including the linguistic and cultural, that have taken place in the humanities and social sciences over the past decades. The purpose of this book is to explore the 'narrative turn' in music education, to - amine the uses of narrative inquiry for music education, and to cultivate ground for narrative inquiry to seed and ourish alongside other methodological approaches in music education. In a discipline whose early research strength was founded on an alignment with thesocialsciences,particularlythepsychometrictradition,oneofthekeychallenges for those embarking on narrative inquiry in music education is to ensure that its use is more than that of a 'musical ornament,' an elaboration on the established themes of psychometric inquiry, those of measurement and certainty. We suggest that narrative inquiry is more than a 'turn' (as noun), 'a melodic embellishment that is played around a given note' (Encarta World English Dictionary, 2007, n. p. ); it is more than elaborationon a position, the adding of extra notes to make a melody more beautiful or interesting. N° de réf. du vendeur 9781402098611
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