Papers by Vincent C Bates
Action, criticism, & theory for music education, 2014
Cosmopolitanism is basically a moral stance requiring every human to be concerned with the wellbe... more Cosmopolitanism is basically a moral stance requiring every human to be concerned with the wellbeing of every other human being on earth. As such, it tends to privilege cosmopolitan—urban and culturally elite—populations while suppressing more “place-bound” groups. Cosmopolitan education constitutes a form of abjection whereby non-cosmopolitan children are seen as a threat to global progress. In music education in many places, classical cosmopolitanism is manifest through a near-exclusive focus on classical music, the proliferation of multicultural music curricula, and a somewhat myopic promotion of digital technologies. In all three instances, the aim of music education includes the mission to “free” children from local perspectives and ways of life. The result, however, is a form of cultural colonization of local peoples and places. A better alternative is to fully recognize the importance of and to celebrate local musical practices and avoid placing higher priority on global values.
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Action Criticism and Theory For Music Education, Mar 1, 2014
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Action Criticism and Theory For Music Education, Dec 1, 2011
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In this article the author reviews needs theory as a field of research and scholarship, examines ... more In this article the author reviews needs theory as a field of research and scholarship, examines seven needs theories (including Nussbaum's capabilities approach), and synthesizes elements of all of these into a list he used tentatively and speculatively to analyze two common instructional practices in music education. The author's intent is to give an idea of how needs theory might be applied, not to prescribe specific practices. It speaks to the need for a more reflective practice in music education on all levels. By providing ways to understand student resistance and to imagine practices that are more acceptable, needs theory has helped him explore alternatives to various institutionalized practices. Used this way, in the spirit in which it was conceived, needs theory is a potentially useful tool, a way of directing teachers and policy-makers away from habitual adherence to institutionalized standards and methods, and towards cooperative efforts with students, parents, an...
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Music Educators Journal, 2012
This article takes a practical look at social class in school music by exploring the manifestatio... more This article takes a practical look at social class in school music by exploring the manifestations and impact of three of its dimensions: financial resources, cultural practices, and social networks. Three suggestions are discussed: provide a free and equal music education for all students, understand and respect each student’s cultural background, recognize the social forces that perpetuate poverty.
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Journal of Music Teacher Education, 2010
This article provides a view of rural music teacher preparation through the lens of critical soci... more This article provides a view of rural music teacher preparation through the lens of critical social theory, drawing from literature about rural schools and social class, and the author’s experience as a rural student, teacher, and music teacher educator. It brings to light patterns of privilege and oppression within current ideals, standards, and practices, particularly as they might relate to “shared visions” in music education and/or music teacher education. The overall aim, nonetheless, is practical—identifying specific problems in preparing rural music teachers and suggesting a range of possible solutions.
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Action Criticism and Theory For Music Education, Apr 1, 2013
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© Vincent C. Bates. 2014. The content of this article is the sole responsibility of the author. T... more © Vincent C. Bates. 2014. The content of this article is the sole responsibility of the author. The ACT Journal and the Mayday Group are not liable for any legal actions that may arise involving the article's content, including, but not limited to, copyright infringement.
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International Journal of Education and the Arts, 2017
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The aim of this chapter is to extend the conversation surrounding social media in music education... more The aim of this chapter is to extend the conversation surrounding social media in music education to include economic justice and ecological sustainability and to begin the work of evaluating social media’s potential for cultural and environmental conservation. It is argued that such practices can constitute “the good” when they emerge from an awareness of concepts such as community and commons, or, in short, when they utilize convivial tools. The relevant terminology is described, followed by a virtual “field trip” through various social media used by music educators. Using commons (shared culture and place) as models, the authors analyze and evaluate practices. Their definitions and evaluations can help guide music education social media scholars yearning to adopt more critical directions in the interests of equality and sustainability. The chapter concludes with some guidelines for an approach to music education intended to promote economic and social equality and ecological cons...
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Action, criticism, & theory for music education, 2016
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Action, criticism, & theory for music education, 2017
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Diversity discourses in music education tend toward anthropocentrism, focusing on human cultures,... more Diversity discourses in music education tend toward anthropocentrism, focusing on human cultures, identities, and institutions. In this chapter, we broaden conceptualizations of diversity in music education to include relationships between music, education, and ecology: understood as interactions among organisms and the physical environment. Diversity in music education can be realized by attending to the ongoing interrelationships of local geography, ecology, and culture, all of which contribute dynamically to local music practices. We situate our analysis within specific Indigenous North American cultures (e.g., Western Apache, Nuu-chah-nulth, Stó:lō, and Syilx) and associated perspectives and philosophies to shed light on the multiple forms of reciprocity that undergird diversity. Indigenous knowledge, in combination with new materialism and political ecology discourses, can help us come back down to earth in ways of being and becoming that are ecologically sustainable, preservin...
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Action, criticism, & theory for music education, 2013
The content of this article is the sole responsibility of the author. The ACT Journal and the May... more The content of this article is the sole responsibility of the author. The ACT Journal and the Mayday Group are not liable for any legal actions that may arise involving the article's content, including, but not limited to, copyright infringement.
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Music Educators Journal
Despite its rich heritage and enduring popularity, country music has historically been marginaliz... more Despite its rich heritage and enduring popularity, country music has historically been marginalized in American music education, usually in favor of more “high-brow” musical practices. This article explores potential explanations for this imbalance within the context of a general overview of cultural and social considerations and implications related to this important American art form. Finally, we outline practical steps that music teachers can take toward more inclusive and diverse approaches to music teaching and learning to include country music critically and as appropriate to meet students’ needs and interests. These steps include applications within current approaches to band, orchestra, choir, general music, songwriting, and guitar.
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Music Educators Journal
As music educators, we always teach much more than the musical concepts and skills outlined in mu... more As music educators, we always teach much more than the musical concepts and skills outlined in music curriculum standards. In this article, we discuss how music teachers can address what we believe is the most pressing issue of our time: environmental degradation. We first outline some specifics of ecological literacy in music education. This will include discussion of some songs that could form the center of a music curriculum for increasing ecological literacy. Next, we discuss cultivating ecological literacy using local musical practices and sounds of nature. Finally, we share an example of soundscape pedagogy aimed at increasing awareness of and propensities to care for the natural environment and ecological diversity. These components, singing, songwriting, and soundscape composition, are recommended as part of an overall creative pedagogical approach.
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Action, Criticism, and Theory for Music Education
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Action, Criticism, and Theory for Music Education
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Action, Criticism, and Theory for Music Education
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Papers by Vincent C Bates