On the Margins
September 23, 2021
By Elena Dubinets, author of Russian Composers Abroad
Having spent a quarter of a century in the United States where I had a respectable professional career,… READ MORE
Music
How did blues music spread around the world?
February 9, 2021
A lecture-style preview of a just-published issue of The Global South, an academic journal, entitled “Blues Music in Transnational Context.” The issue was edited by Adam Gussow, professor of English and Southern Studies at the University of Mississippi…. READ MORE
Opera during the Pandemic
July 27, 2020
Nina Penner, author of Storytelling in Opera and Musical Theater
One of the industries hardest hit by the pandemic is the performing arts,… READ MORE
Decolonizing Music Education: A Closer Look at PME 26.1
April 12, 2018
Take a closer look at the scholarship behind IU Press Journals! Burke Stanton’s article, “Musicking in the Borders toward Decolonizing Methodologies,” from the Philosophy of Music Education’s newest issue, is now available on JSTOR & Project MUSE. Below, Author elaborates on the ongoing struggle for decolonization and liberation in music education.
The Musical Component of Activism and Social Change
April 5, 2018
This year is turning out to be a year of protest amidst heightened social tensions – established groups like Black Lives Matter and new movements like the recent March for Our Lives rallies are pushing for transformational change in ways not seen since the Summer of 1968. In the forthcoming book, Black Lives Matter and Music: Protest, Intervention, Reflection, editors Fernando Orejuela and Stephanie Shonekan bring together scholars who feel a responsibility to connect people inside and outside of academia, while advocating for social and political change in minority communities.
Considering the “Nonidentical” and A System of Scientific Music Pedagogy: A Closer Look at PME 26.1
March 28, 2018
Take a closer look at the scholarship behind IU Press Journals! Stefan Orgass’s article, “The Nonidentical as a Problem of a Systemic Approach to Scientific Music Pedagogy,” from the Philosophy of Music Education Review’s newest issue, is now available on JSTOR & Project MUSE. Below, Stefan elaborates on the limits of a systemic approach in music education and research.
Social Justice in the Musical Classroom: A Closer Look at PME 25.2
March 5, 2018
Take a closer look at the scholarship behind IU Press Journals! Juliet Hess’s article, “Critiquing the Critical: The Casualties and Paradoxes of Critical Pedagogy in Music Education,” from the Philosophy of Music Education Review’s newest issue, is now available on JSTOR & Project MUSE. Below, Juliet elaborates on who can and cannot engage social justice work in the classroom.
Musical Competition and the Hidden Labor of Learning: A Closer Look at PME 25.2
February 23, 2018
Take a closer look at the scholarship behind IU Press Journals! “The Phantasmagoria of Competition in School Ensembles,” from the Philosophy of Music Education Review’s newest issue, is now available on JSTOR & Project MUSE. Below, Joseph elaborates on the philosophical question of how to measure student learning in music education, through the concept of competition and performance.
Reality through the Lens of Hip-Hop Cinema: A Closer Look at BLC 8.2
June 28, 2017
Take a closer look at the scholarship behind IU Press Journals! Regina N. Bradley’s article, “Introduction: Hip-Hop Cinema as a Lens of Contemporary Black Realities,” from Black Camera’s newest issue, is now available on JSTOR & Project MUSE. Below, Regina elaborates on hip-hop culture as a visual medium and not as an afterthought behind hip-hop music.
Pluralism and Diversity in Music Education: A Closer Look at PME 25.1
June 23, 2017
Take a closer look at the scholarship behind IU Press Journals! Eva Georgii-Hemming’s article, “What is Quality? The Political Debate on Education and its Implications for Pluralism and Diversity in Music Education,” from the Philosophy of Music Education Review’s newest issue, is now available on JSTOR & Project MUSE. Below, Eva elaborates on the inability of higher education’s New Public Management strategies to provide information on the quality of music education.