David Lines
Hi, I am Associate Professor of Music Education at the School of Music, University of Auckland. I am also Deputy Head of School and I have recently coordinated the Popular Music and Music Education programmes.
I am a performer (pianist in this group http://chrismbgroup.tumblr.com/) teacher and researcher. My research interests lie in the area of philosophical, social, phenomenological and ideological perspectives of music. This leads me to explore interdisciplinary concepts and ways of thinking, applying them to music and the music experience. I am aiming to write a book that challenges people's perspectives and perceptions of music and sound taking into account 21st century forces, contexts and technologies. Some of these papers will give you threads and snippets of what book will be about.
From an educational angle I am interested in opening up people's ears, senses and thinking to what music has to offer--which I believe is profound and of value. This potential I believe lies far beyond what is reflected in current educational policy and practice. The potential of music, as something that gathers learning in a stimulating, exciting, unreachable, yearning, and life giving manner is untapped in formal education around the world. Music also has immense social power, its draws people together in ways that many people sadly fail to experience.
I like the open access aspect to academia.edu as it gives voice to the 'little people' whose voices should be heard. I also like how the site is used by so many new researchers, grads, undergrads and others. The sharing ethos is great--I am concerned that a lot of what should be heard is lost in the hegemony of text publishing and paywalls.
I would be happy to chat to any of you if you have questions or interest points in what you read in my papers.
best
David
I am a performer (pianist in this group http://chrismbgroup.tumblr.com/) teacher and researcher. My research interests lie in the area of philosophical, social, phenomenological and ideological perspectives of music. This leads me to explore interdisciplinary concepts and ways of thinking, applying them to music and the music experience. I am aiming to write a book that challenges people's perspectives and perceptions of music and sound taking into account 21st century forces, contexts and technologies. Some of these papers will give you threads and snippets of what book will be about.
From an educational angle I am interested in opening up people's ears, senses and thinking to what music has to offer--which I believe is profound and of value. This potential I believe lies far beyond what is reflected in current educational policy and practice. The potential of music, as something that gathers learning in a stimulating, exciting, unreachable, yearning, and life giving manner is untapped in formal education around the world. Music also has immense social power, its draws people together in ways that many people sadly fail to experience.
I like the open access aspect to academia.edu as it gives voice to the 'little people' whose voices should be heard. I also like how the site is used by so many new researchers, grads, undergrads and others. The sharing ethos is great--I am concerned that a lot of what should be heard is lost in the hegemony of text publishing and paywalls.
I would be happy to chat to any of you if you have questions or interest points in what you read in my papers.
best
David
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learning. In MAPS, community artists in music, dance, and drama worked alongside teachers and children in semi-planned, open, and improvisatory pedagogical settings set up to explore the potentialities of performing arts learning and teacher responses in the centre environments and communities. The ethnographic inquiry focused on how the early childhood teachers engaged in meaningful performing arts experiences through the
research process and looked at ways in which centres could engage in sustainable, ongoing performing arts teaching and learning.
learning. In MAPS, community artists in music, dance, and drama worked alongside teachers and children in semi-planned, open, and improvisatory pedagogical settings set up to explore the potentialities of performing arts learning and teacher responses in the centre environments and communities. The ethnographic inquiry focused on how the early childhood teachers engaged in meaningful performing arts experiences through the
research process and looked at ways in which centres could engage in sustainable, ongoing performing arts teaching and learning.