Without a Song you are Nothing' Songwriter's Perspectives on Indigenising Tertiary Music and Sound Curriculum
Dillon, Steven C. & Chapman, James N. (2005) Without a Song you are Nothing' Songwriter's Perspectives on Indigenising Tertiary Music and Sound Curriculum. In Drummond, John, Sheehan Campbell, Patricia, & Dunbar Hall, Peter (Eds.) Cultural diversity in music education : directions and challenges for the 21st century. Australian Academic Press, Brisbane, pp. 189-198.
|PDF (780kB) |
‘W in indigenous spirituality. Mackinlay, a non-indigenous academic, recognises the importance that song plays in traditional Aboriginal custom and tradition. Speaking for and about country and spirituality for country are inherited and lcarncd components of Aboriginal identity and relationships LO land and kin, story and song. As a songwriter, this triggered a wave of personal philosophical and phenomenological thought. The implications of this in relation to my understanding of the relationships between sound and society and the power of song to communicate, store and reference important cultural knowledge was profound. At Queensland Univcrsity of Technology (QUT) where I work as an academic doing research and teaching music and music education, part of my role has been to ‘indigenise’ the music and sound curriculum. My colleague Jim Chapman has spent many years teaching and studying crosscultural musicianship in Australia, Africa and South America and is primarily a songwriter. In this article we provide two songwriters’ perspectives, which appear in case study vignette form. These vignettes are personal journeys of understanding that have led us both to develop dynamic indigenous per. spectives. We examine the processes and outcomes of ‘indigenising’ a tertiary music and sound curriculum and notions of Australian indigenous knowledge. We explore points of intersection and understanding and divergence and the role of music and sound as knowledge. This article combines these perspectives and proposes ‘rules of thumb’ for developing culturally inclusive tertiary music and sound curriculum.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Book Chapter|
|Additional Information:||For more information about this book please refer to the publisher's website (see link) or contact the author . Author contact details : firstname.lastname@example.org email@example.com|
|Keywords:||Indigenous Knowledge, Indigenising music curriculum|
|Subjects:||Australian and New Zealand Standard Research Classification > STUDIES IN CREATIVE ARTS AND WRITING (190000) > PERFORMING ARTS AND CREATIVE WRITING (190400) > Musicology and Ethnomusicology (190409)|
|Divisions:||Current > QUT Faculties and Divisions > Creative Industries Faculty|
|Copyright Owner:||Copyright 2005 Australian Academic Press|
|Deposited On:||04 May 2007|
|Last Modified:||11 May 2012 08:42|
Repository Staff Only: item control page