Trauma and Resilience in Music Education: Haunted Melodies considers the effects of trauma on both teachers and students in the music classroom, exploring music as a means for working through traumatic experiences.
Trauma and Resilience in Music Education: Haunted Melodies considers the effects of trauma on both teachers and students in the music classroom, exploring music as a means for working through traumatic experiences.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Deborah Bradley is retired from the University of Wisconsin-Madison and now serves as External Dissertation Supervisor for Boston University. Juliet Hess is Associate Professor of Music Education at Michigan State University.
Inhaltsangabe
Introduction: Trauma and Music Education (Deborah Bradley and Juliet Hess) / PART I: Theoretical Perspectives / 1. Rethinking "Bad Behavior": A Compassionate Response to "Acting Out" in Music Education (Juliet Hess) / 2. Disrupting "What We Know Too Well:" A Relational Frame for Considering Trauma in Music Education (Shannan L. Hibbard) / 3. Teaching Through Trauma: Compassion Fatigue, Burnout, or Secondary Traumatic Stress? (Tawnya D. Smith) / 4. When Music Haunts Memory: Effects of Trauma on Music Learning (Deborah Bradley) / PART II: Personal Trauma / 5. Grief as Transformation: Teaching and Traumatic Loss (Colleen A. Q. Sears) / 6. Multiple Wounds, Liminality, and Crisis: Exploring Arts-Based Approaches for Trauma, PTSD, and Grief (Donna Emmanuel) / 7. Unlearning Academic Music Education: How Music Education Erases Already-Present Musical Identities (Latasha Thomas-Durrell) / PART III: Societal Trauma / 8. Approaching the "Void of Racism": Traumatic Choral Dialogues (John D. Perkins) / 9. Voices from the Inside: Working with the Hidden Trauma Narratives of Women in Custody (Catherine Birch) / 10. Locations of Trauma: Musical Experience and the Holocaust (Teryl L. Dobbs) / 11. Poetics of Suffering and Acoustic Properties of Endurance in Iran (Nasim Niknafs) / 12. The Objective Is to Flourish: Reimagining the One-to-One Music Teaching Studio (Te Oti Rakena) / Conclusion: On Resilience (Juliet Hess and Deborah Bradley)
Introduction: Trauma and Music Education (Deborah Bradley and Juliet Hess) / PART I: Theoretical Perspectives / 1. Rethinking "Bad Behavior": A Compassionate Response to "Acting Out" in Music Education (Juliet Hess) / 2. Disrupting "What We Know Too Well:" A Relational Frame for Considering Trauma in Music Education (Shannan L. Hibbard) / 3. Teaching Through Trauma: Compassion Fatigue, Burnout, or Secondary Traumatic Stress? (Tawnya D. Smith) / 4. When Music Haunts Memory: Effects of Trauma on Music Learning (Deborah Bradley) / PART II: Personal Trauma / 5. Grief as Transformation: Teaching and Traumatic Loss (Colleen A. Q. Sears) / 6. Multiple Wounds, Liminality, and Crisis: Exploring Arts-Based Approaches for Trauma, PTSD, and Grief (Donna Emmanuel) / 7. Unlearning Academic Music Education: How Music Education Erases Already-Present Musical Identities (Latasha Thomas-Durrell) / PART III: Societal Trauma / 8. Approaching the "Void of Racism": Traumatic Choral Dialogues (John D. Perkins) / 9. Voices from the Inside: Working with the Hidden Trauma Narratives of Women in Custody (Catherine Birch) / 10. Locations of Trauma: Musical Experience and the Holocaust (Teryl L. Dobbs) / 11. Poetics of Suffering and Acoustic Properties of Endurance in Iran (Nasim Niknafs) / 12. The Objective Is to Flourish: Reimagining the One-to-One Music Teaching Studio (Te Oti Rakena) / Conclusion: On Resilience (Juliet Hess and Deborah Bradley)
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