Liminality as Thought and Action

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This article discusses liminality as thought and action in urban music education programs.

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23 p.

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Emmanuel, Donna T. August 2011.

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This article is part of the collection entitled: UNT Scholarly Works and was provided by UNT College of Music to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 200 times . More information about this article can be viewed below.

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UNT College of Music

One of the nation's largest music schools, the UNT College of Music provides a dynamic learning environment for both future professionals and the broader university community. The College of Music offers instruction in the areas of composition studies; conducting and ensembles; instrumental studies; jazz studies; keyboard studies; music education; music history, theory, and ethnomusicology; and vocal studies. With more than fifty performing ensemble groups, a full schedule of student recitals, and frequent visits by guest artists, the college brings music lovers nearly a thousand concert events each year.

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Description

This article discusses liminality as thought and action in urban music education programs.

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23 p.

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Abstract: Turner's (1974) conception of liminal space provides an entry point to look beyond the given and to create opportunities to examine, critique, and challenge the assumptions inherent in many music programs. Building upon his theory of liminality as a place that is "ambiguous, neither here or there, betwixt and between all fixed points of classification", one might use this framework to create a place in which differing cultures, ideals, and values could meet, potentially generating relationships and community. Urban settings are often the meeting ground for dramatic cultural clashes given that music teachers often fit the typical profile of White, middle class, and female and often have few commonalities with their urban students. In this paper, the author explores the concept of liminality in the context of urban music education programs and examines its importance from the standpoint of both the music teacher and the student. Music teachers who work in urban settings often dwell in liminal situations in which their roles are ambiguous and uncertain. Students in urban school settings might exist outside of their normal musical, social and cultural structures. Thus, urban settings provide a particularly powerful place of liminality where teachers and students might discover alternative ways to build relationships and communities.

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  • Action, Criticism, and Theory for Music Education, 2011, Manitoba: MayDay Group, pp. 47-68

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  • Publication Title: Action, Criticism, and Theory for Music Education
  • Volume: 10
  • Issue: 1
  • Page Start: 47
  • Page End: 68
  • Peer Reviewed: Yes

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UNT Scholarly Works

Materials from the UNT community's research, creative, and scholarly activities and UNT's Open Access Repository. Access to some items in this collection may be restricted.

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  • August 2011

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  • April 2, 2012, 4:46 p.m.

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  • July 22, 2013, 1:50 p.m.

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Emmanuel, Donna T. Liminality as Thought and Action, article, August 2011; [Manitoba, Canada]. (digital.library.unt.edu/ark:/67531/metadc78303/: accessed July 25, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting UNT College of Music.