| Description |
1 online resource (xii, 211 pages) : illustrations (some color) |
| Series |
Landscapes, 2214-0069 ; volume 36 |
|
Landscapes ; v. 36. 2214-0069
|
| Contents |
Locating Profound Sensitivity and High Intensity in Facing Trauma in Music Education -- SEPARATION REVISITED -- When Grief Takes Hold: Unravelling Narrative Beginnings -- Unpublished (Re)Becca: Exploring the Professional Impact of Personal Trauma Through Narrative Beginnings -- Inhabiting Music from Absence: Rethinking the Possibilities of Music Education in Veracruz, Mexico -- Verlust, idée fixe, and Teufelsmühle: Trauma Inside and Outside of a Music Education Researcher -- Reclaiming Musical Identities Confounded by Injury and Damage -- Research From the Eye of the Hurricane: Slow Sensitivity as Resilient Re-engagement in Research After Physical Trauma -- (RE)ENGAGING WITH LOST AND FOUND -- Shifting Landscapes of Experience: Temporality and a Narrative Conceptualization of Trauma -- A Narrative of Disability and Inclusion in Germany: Implications for Trauma-Informed Inclusive Classroom Education in Music -- The Use of Trauma-Informed Community Music Practice in Enabling Narrative Through Songwriting -- The Conceivable Traumas of Narrative Inquiry in Music Education |
| Summary |
This book focuses on the traumatic experiences within and through music that individuals and collectives face, while considering ways in which they (re)engage with their traumas in educational settings. The chapters delve into the physical, psychological, philosophical, sociological, and political aspects, as they relate to the reciprocal influences of trauma on musical practices and education. Readers are immersed in topics related to societal violence, physical injuries, grief, separation, loss, death, and ways of working through these in educational and artistic situations. In the introductory chapter, the co-editors draw attention to theoretical matters related to trauma through narrative inquiry in music education. The first section of the book, Separation Revisited, brings together notions of separation, focusing on how loss is emotionally and physically manifested when death, grief, and bodily injury are experienced. In the second section, (Re)Engaging with Lost and Found, readers are encouraged to imagine new possibilities considering trauma and loss in educational and musical spaces. These pieces offer deliberate ruminations moving the discourse toward (re)engagement in and through music education and artistic contexts. The co-editors conclude the book by drawing attention to narrative inquiry’s double-edged nature in stories of trauma and how the retelling of lost and found narratives offers a way to imagine lives otherwise--lives not smothered by grief and horror--through the conceivable reliving of unfathomable stories of experience. This book emerges from the 7th International Conference on Narrative Inquiry in Music Education (NIME7), October 2020, co-hosted by Brock University, Faculty of Education and the University of Toronto, Faculty of Music, Ontario, Canada |
| Notes |
Online resource; title from PDF title page (SpringerLink, viewed January 5, 2024) |
| Subject |
Music -- Instruction and study.
|
|
Psychic trauma in music.
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| Form |
Electronic book
|
| Author |
Griffin, Shelley M. editor
|
|
Niknafs, Nasim, editor
|
| ISBN |
9789819962778 |
|
9819962773 |
|
