| Popis: |
by connecting the author's descriptions of Aesthetic A and Aesthetic B to the literature on process versus product. The real question that surrounds this debate deals with the specific outcome of traditional schooling versus the outcome of the type of schooling described by the author. Will an emphasis on Aesthetic B or a better balance between Aesthetic A and B lead to fewer adults defining themselves as non-singers? Pascale contends that a transformation will occur when singing is perceived and implemented in a broader framework and cites specific examples for implementing this broader framework in the classroom. Sharing leadership responsibilities, using vernacular songs, and setting up the room with a circle of chairs so "each member of the community is equally seen and heard" are cited as strategies for developing a more inclusive definition of singing. Although these are worthwhile strategies to explore, I would like to see a clearer explanation of how such changes would directly relate to a shift in the thinking by of the non-singer. One idea that resonates throughout this work is that we can transform the places where singing occurs and how singing is experienced by moving away from traditional thinking and moving towards a more inclusive form of music education. This is a topic that is vitally important in today's society and that is ripe for further discussion. I hope this paper serves as a catalyst for further study on the important topic of singing and that we can move towards a more inclusive tradition that allows all people to enjoy singing. |
