Educación musical escolar en las américas: condiciones, prácticas, y políticas desde una perspectiva socio-ecológica

Translated title of the contribution: School music education in the americas: conditions, practices, and policies from a socio-ecological perspective

Carlos Abril, Johanna E. Abril

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Formal music education is offered in many primary and secondary schools across the Americas, though policies, curriculum, and instruction vary by region, state, and school. Understanding the conditions of music education in an increasingly interconnected and interdependent hemisphere may offer ideas for solving the challenges of access and equity to quality arts education. This article was written to provide a general, not exhaustive, survey of the research on school music programs and policies in the Americas. More specifically, we sought to determine how external factors impact classroom practices and classroom practitioners impact these forces, within an adapted socioecological framework. The hope is that this examination offers ideas for arts education policy makers and advocates for improving conditions that ensure students are provided with equal opportunity and access to quality music education in schools.

Original languageSpanish
Pages (from-to)29-45
Number of pages17
JournalRevista Electronica Complutense de Investigacion en Educacion Musical
Volume14
DOIs
StatePublished - Jan 1 2017

Fingerprint

Music Education
Art Education
Hemisphere
Equal Opportunities
Curriculum
Secondary School
Equity
Impact Factor
Politicians
Education Policy
Music
Classroom Practice
Primary School

Keywords

  • Americas
  • Educational policies
  • Music education
  • School music programs

ASJC Scopus subject areas

  • Music

Cite this

@article{e5466642e75f437fa76378bc054183b1,
title = "Educaci{\'o}n musical escolar en las am{\'e}ricas: condiciones, pr{\'a}cticas, y pol{\'i}ticas desde una perspectiva socio-ecol{\'o}gica",
abstract = "Formal music education is offered in many primary and secondary schools across the Americas, though policies, curriculum, and instruction vary by region, state, and school. Understanding the conditions of music education in an increasingly interconnected and interdependent hemisphere may offer ideas for solving the challenges of access and equity to quality arts education. This article was written to provide a general, not exhaustive, survey of the research on school music programs and policies in the Americas. More specifically, we sought to determine how external factors impact classroom practices and classroom practitioners impact these forces, within an adapted socioecological framework. The hope is that this examination offers ideas for arts education policy makers and advocates for improving conditions that ensure students are provided with equal opportunity and access to quality music education in schools.",
keywords = "Americas, Educational policies, Music education, School music programs",
author = "Carlos Abril and Abril, {Johanna E.}",
year = "2017",
month = "1",
day = "1",
doi = "10.5209/RECIEM.57178",
language = "Spanish",
volume = "14",
pages = "29--45",
journal = "Revista Electronica Complutense de Investigacion Musical",
issn = "1698-7454",
publisher = "Universidad Complutense de Madrid",

}

TY - JOUR

T1 - Educación musical escolar en las américas

T2 - condiciones, prácticas, y políticas desde una perspectiva socio-ecológica

AU - Abril, Carlos

AU - Abril, Johanna E.

PY - 2017/1/1

Y1 - 2017/1/1

N2 - Formal music education is offered in many primary and secondary schools across the Americas, though policies, curriculum, and instruction vary by region, state, and school. Understanding the conditions of music education in an increasingly interconnected and interdependent hemisphere may offer ideas for solving the challenges of access and equity to quality arts education. This article was written to provide a general, not exhaustive, survey of the research on school music programs and policies in the Americas. More specifically, we sought to determine how external factors impact classroom practices and classroom practitioners impact these forces, within an adapted socioecological framework. The hope is that this examination offers ideas for arts education policy makers and advocates for improving conditions that ensure students are provided with equal opportunity and access to quality music education in schools.

AB - Formal music education is offered in many primary and secondary schools across the Americas, though policies, curriculum, and instruction vary by region, state, and school. Understanding the conditions of music education in an increasingly interconnected and interdependent hemisphere may offer ideas for solving the challenges of access and equity to quality arts education. This article was written to provide a general, not exhaustive, survey of the research on school music programs and policies in the Americas. More specifically, we sought to determine how external factors impact classroom practices and classroom practitioners impact these forces, within an adapted socioecological framework. The hope is that this examination offers ideas for arts education policy makers and advocates for improving conditions that ensure students are provided with equal opportunity and access to quality music education in schools.

KW - Americas

KW - Educational policies

KW - Music education

KW - School music programs

UR - http://www.scopus.com/inward/record.url?scp=85039700955&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85039700955&partnerID=8YFLogxK

U2 - 10.5209/RECIEM.57178

DO - 10.5209/RECIEM.57178

M3 - Article

AN - SCOPUS:85039700955

VL - 14

SP - 29

EP - 45

JO - Revista Electronica Complutense de Investigacion Musical

JF - Revista Electronica Complutense de Investigacion Musical

SN - 1698-7454

ER -