Globalization and Music Living

Globalization and Music Living

History & Philosophy of Music Education

“For twenty-five centuries, Western knowledge has tried to look upon the world. It has failed to understand that the world is not for the beholding. It is for hearing. It is not legible, but audible. Our science has always desired to monitor, measure, abstract, and castrate meaning, forgetting that life is full of noise and that death alone is silent: work noise, noise of man, and noise of beast. Noise bought, sold, or prohibited. Nothing essential happens in the absence of noise.”

– Jacques Attali

Introduction
In the conception of this paper I had great difficulty connecting not only the ideas in my title but the concept of globalization in general. This stems from many long winded readings of text involving the phenomenon that is globalization. Globalization is a term which is used to express the the global growth of not only economic institutions but also human population as well. While I fundamentally come from the belief that globalization breeds social inequality worldwide, I adversely recognize how globalization and free market economies can help encourage wealth and the movement of capital in a very efficient way leading to democratization and social freedom in an abundance cases.

In French philosopher Jacques Attali’s view of good music, he defines the function of exchange value vs. use value. With this he determines that music has undoubtedly evolved into a commodity. This paper will help provide and argument for the economic benefits of community music and music living in a commodified society. In doing so I will draw parallels from social functions of community music to economic functions in a globalized economy.

Music in a Globalized Economy
According to Jacques Attali music is, “a social force that extends deep into the caverns of humankind.” It is notable to state that this is the first time music has seriously been looked at in the lens of economics. Looking at music through the lens of an economist can provide is with new parameters for thinking critically about issues inside music. In the basis of this argument, I believe that, it is safe to say that music has a powerful impact in the social realm of life which ultimately affects society as whole. This can be reflected in Attali’s social modes of musical production. In this explanation he gives a description of four distinct cultural stages: ritual, representation, repetition, composition. Each of these of these stages require certain characteristics and technologies which lead to the transmission and reception of music.

With the given basis for music as a social function Attali goes on to make the case that music is a tool for understanding the world. With this understanding I would like to explore the idea of music’s reflection with globalization both socially and economically.

Over the past decade sociologists and economist have been discussing how globalization creates unequal systems within society. While I fundamentally agree with these arguments in many way, I must concede that, especially over the past 5 years or so, the free market system has made music more assessable to a wider range of people around the world. Thanks to the innovation of the internet and, more specifically web 2.0, music is more easily shared. And through networking sites such as Myspace, music communities (via inter web) are growing at a staggering rate. Not only do these institutions provide a space for musicians to share their craft, they also introduce freedom within networks to promote and distribute music.

Along with theses “net innovations” globalization is creating space the allocation of resources to be distributed efficiently to those who might otherwise not have the accessibility to them. A growing number of institutions are catching on to the idea of microfinance. Because of micro finance these resources become a little more available either through specialized organizations setting up community arts programs, or directly through loan and purchase transactions. So, in Attali’s view, globalization has opened up a moving and free market for artist to create share and distribute music within their own decisions.

Not only has globalization provided an outlet for artist to freely create, explore, and distribute their music, it has also become a huge innovation for the music listener. Music can be found in a multitude of places on the internet. Companies like Apple Computers have opened up music listening as a social function again. The innovation of iTunes has created a space to not only listen to music, but also to buy and share it as well. If we explore deeper into internet music we find that websites (not only artists) have created specific applications for music listening as you visit a page. Here you can listen to a variety of songs that the site moderator has provided. Other more advance forms of this can be found in websites such as Pandora. This website has created a “music gnome project.” When you navigate to this website you can create and account where you enter some of you favorite artist. Based on your entry the website matches your entries with other music listeners and what they listen to and plays music based on this networking scheme from their database.

Attali’s view of music as a social function is widely seen in these example and throughout the globe. As Attali speaks of freedom within the markets these conceptions seem to breath truth to his social views of music as well. In this sense music hasn’t been this free in quite sometime. In fact it would be accurate to say that the tenets of globalization has revolutionized music in general. No longer do artists have to dread having music shoved down their throats and to be told what to mirror and what to deconstruct. The freedom is their to create what is true for them, the artists. This is reflected in the large influx of genres throughout the past couple of decades. Transcendence of musical styles continue with in these networks and social interactions.

Community Music vs. Market Inequality
If we look at globalization through terms of education and providing accessibility to the public, we see that there are great inequalities inside the distribution of wealth. This is reflected though societal and political engagement. While the technology and tools (as I earlier mentioned) are there for using, the distribution of capital is not making it to the correct places. For example: teachers are not receiving proper wages and in many places around the world are not able to organize; public works in urban areas do not see a proper share of the funding from public financing. These are all affects of the deregulated market based upon flawed policy and greed.

Community music institutions often get placed in some of these unfortunate circumstances where funding is not allocated properly to facet itself to the ever changing market. However, I see the benefits of community music challenging the ideas of greed and inequality in a globalized world. I believe that in order to tackle the the flaws that lie within the free market economy, community music institutions should look to Attali’s view of music as a social function and adapt it to it’s purpose in an economic setting. This idea begs the question of “where is the noise in community music’s interaction with the economy?”

When we examine community music, we often see that the funding that helps these institutions remain stable are from public and private sources. The problem being that there is not enough capital to go around.

How do we fix this? I see community music engaging in these practices of social networking. In fact, I believe that this is the only way we can see any real evolution in the way community music is viewed. This can only occur through engagements not only within the communities where they exist but also through social networking globally. The claim that I am trying to make is that community music institutions need to “get with it.” They need not to be scared away from the global economy, but instead embrace it. There are endless resources for advertising, funding and in the practice of community music, social engagement. Community music institutions need to get organized and really start engaging what is going on in the global community or else we will fall behind. The heart of all education and music making come from within ourselves and our communities. If we don’t engage in a larger conversation about our experiences at the local level then it is inevitable for our societies and institutions to exist.

Further Reading
Attali, Jacques. (1977). Noise: The Political Economy of Music. University of Minnesota Press.
Torres, Carlos Alberto. (2002). Globalization, Education, and Citizenship: Solidarity versus Markets? American Educational Research Association.

Teaching Philosophy

Teaching Philosophy: Ideals of a Democratic Classroom by Daniel Garrick (2007)

Introduction

If we take a look at the world today, it is easy to notice subtle instability. Which, for some people, leads to uncertainty for the future. Countries expanding empires, a certain loss for human rights, and funding in addition to appreciation for education is dwindling-these are just a few examples. Many of these actions lead to questioning about how future generations will handle the decisions that we make, today, in the future. From the perspective of a conscientious objector of “main stream” world policies there are certain ways one could help make the future a little brighter. Optimism can only arise from future generations. Newer generations bring a different approach with ideas that may have not even been conjured. Dually, it is the duty of the educator to help foster a sense of stableness and morality. As teachers we are the role models for these rising citizens or social engineers. Not only are teachers a figure for a student to look up to, but our actions are prove influential as well.

Exposition

As teachers we have the ability to become the architects behind the social movements of the future (Garrick; Dewey Presentation; 2007). In other words educators are what Simpson, Jackson, and Aycock call “Social Engineers” (2005). Apart from the classification of Dewey’s theories, this phrase has brought new meaning to my pedagogical life. The definition I use for a Social Engineer is an educator that helps guide the next generation forward. In doing so, the teacher should not be the authoritarian role in the classroom. It is the duty of the teacher to become a more knowledgeable peer with his/her students. This eliminates what Paulo Friere (1970), in Pedagogy of the Oppressed, calls, the student/teacher contradiction. In this section Friere speaks about the banking concept and how this creates oppression in the classroom by discouraging dialogue between the student and teacher. There should always be a constant exchange between the students and the teacher. This allows for the teacher to get to know the students and ultimately for the students to get to know each other. It is my belief that every student’s input is important in the classroom. Having a variation of ideas and thoughts on the table are essential to creating a fully functional democratic classroom environment. Modeled after many ideas by Vygotsky, the democratic classroom should use constructivism. The constructivist idea is to have the students create meaning, in the lesson, for themselves. However, before lying the foundation for our classroom there are a few guidelines that a teacher must put forth. The first being that every student person in the classroom is equal. Also, limiting the use of the term “rules”. Using suggestions for how to maintain a safe and fair classroom can be more beneficial to the psyche (and less oppressive) of each student in the classroom. Part of creating a democratic classroom lies in a change of consciousness away from the oppressive though of the banking method and onto a more positive method of problem posing education (Friere 1970). Problem posing education, for the teacher, relies on having students become responsible for their own educational future. In doing so, not comparing students to other students to assess learning. Rather, assessing a students performance based on a portfolio of students improvement throughout the school year. If we group all of these ideas together we can see that the approach is to create a long-term view of development. The techniques learned in the classroom should carry over to the students other classes so that the process can continue to work.

Development

A very important aspect of the teacher is purpose. The teacher must first see something in her/his students that he wishes to change. If one cannot state a purpose in teaching then he or she should not be teaching. Teaching is one of the most satisfying jobs. That is if the teacher is doing it for the right reasons. As teachers, we must understand that we are not just trying to help students understand and grasp concepts. Teachers are Social Engineers trying to create a more stable environment for the future. A teacher should be able to read society as a whole and direct, with the help of students, the student’s future given the interests and capabilities of the students. Another struggle that educators must overcome is the enactment of No Child Left Behind (NCLB). NCLB forces teachers to teach towards standards. This doesn’t allow for teachers to explore the outer depths of the curriculum. There are other ways to raise standardized test scores that to focus specifically one what the government believes is best for students (Wink 2005). NCLB specifically mandates focusing on math and english. In reaction to this enactment many school systems have shut down many other extracurricular activities such as music, art, and yes, athletic departments. The absence of many of these programs disadvantage students to be cultured and to, what is more important, think outside the box and become true educated individuals. Teachers must also stand up for their own rights. It is my belief that students and teachers should be taking to the streets to fight the ideals of NCLB which are inherently unconstitutional. Communication between teachers is imperative. A lot can be learned if classroom ideas are shared between teachers. Teachers can coordinate lesson plans to help connect the students with ideas that are potentially based in the same general concept of learning. The parents are also a crucial part of the learning environment. Making sure that the parent is on-board is necessary for the teacher. The teacher must make sure that the classroom philosophy is communicated with the parents so that the parents can possibly coordinate the home life with the classroom. In doing so this, not only, syncs the entire world of the student, it also creates viable environment for learning under the umbrella of democratic values.

Recapitulation

There are several elements to examine in a democratic classroom. The first and maybe the most important element to take into account is a student’s right to free speech. When teaching it is important to allow a student’s express their points of view. Like in any democratic society there is criticism and debate. Student’s should have the freedom to challenge not only the ideas of the establishment but also the ideas of his or her peers. This allows for students to construct their knowledge based on experience between the various classroom members. Creating this kind of environment allows students to think creatively based on the ideas of other classroom members. Another Important aspect of teaching is inspiring student’s creative talent. In music it is especially critical to try to get student’s to break out of their shy shell and try to share their creative talent. In, The Choral Rehearsal vol. 1, Dr. James Jordan discusses that, like in many classrooms, choirs are easy places to have people hide their true talent. He writes: These great “unwashed masses” of people who come together to sing carry with them great creative and human powers that, for many of the individuals with in the group, would otherwise be unknown to them if they had to “do it on their own”(p. 13). It is important that as teachers we realize that each student has their own personal contribution to the classroom environment. If a student wishes not to contribute to the classroom atmosphere, then a teacher should not pressure them in doing so. However, I believe that the teacher should remind the student that his/her input could be very valuable. Not only is a democratic classroom beneficial to students learning, it can also be productive in getting work done. Here, we now have an agreement upon certain mandated assessment and student learning. Ideally the students would be learning together, so that tasks can get accomplished in a timely and efficient manner. The teacher would also be learning how the students learn and in doing so can create lessons plans for the students which can cater to different learning styles (McCarthy p.6).

Coda

These ideas, when put into use, help to create the democratic classroom. The benefits of the democratic classroom (Pryor 2004) help students “develop skills that have an impact on achievement in contrast to areas such as reading and social studies” (Pryor 2004). When students use their “abilities to hypothesize, explain, expand, question, and probe” they ultimately learn themselves the impact of education on their life. The democratic classroom begins with the teacher realizing that everyone in the classroom is equal and that everyone can benefit if ideas are shared, openly, in a safe environment. Real democracy is the only way to help overcome the difficult problems around the world. By helping students learn the TRUE values of democracy, teachers are creating a new generation of learners (Garrick 2006) which in return will create a new generation of leaders in the path of democracy. It is important for teachers to restore democracy and justice…something that this world so desperately needs.

Article Critique of Chapter 2 of Paulo Freire’s Pedagogy of the Oppressed

It seems that these days there’s always some new “groundbreaking” philosophy to teaching, education or critical pedagogy. The problem with many of these theories (besides poor psychological research) is that the praxis of them, have a tendency to burn out quickly and do not make much effect inside the classroom (teacher or student). One philosophy, however, is as groundbreaking now as it was 37 years ago. Paulo Freire presents a very strong argument in Pedagogy of the Oppressed. These ideas challenge the very base of the establishment. Freire attacks many education systems for avoiding the problems that are so apparent.

In chapter 2 of Pedagogy of the Oppressed Freire talks about the commonly used method in education called the “Banking Approach”. Many times this application is referred to an analogy-the student being a bank and the teacher making a deposit-which paints a vivid image of an education system under brutal totalitarian rule. A lot of educators use this philosophy (especially in music) because they believe that it’s less difficult to communicate information that is deemed, “necessary”, to become a whole “educated person” underneath the umbrella of an education system that so boldly values standardized education.

Some do not understand the severity of the problem. This is why Freire puts forth many situations in the classroom (where much of this oppression occurs). Freire uses several examples to help put these oppressive actions into perspective. Ideas conveying the class war with the, “teacher-student contradiction”, as well as the dichotic struggles between an educator’s authority and a student’s freedom inside the classroom. Many philosophers, such as Freire, describe this oppression as, “The interests of the oppressors”, intending to change the “consciousness of the oppressed, not the situation which oppressed them”. In this manner the ideal school citizen would be someone who does not question authority and is configured to the guidelines of such a rigid teaching system.

Luckily this is not seen corporately inside many school systems. In fact more and more teachers are beginning to use a method commonly know as “problem-posing education”. “Problem-posing education” is generally characterized as confident cooperation between the student and the teacher. For example: In a problem-posed education system-an educator should be focusing on a child’s achievement as a long-term goal (process) with that child’s learning capabilities in mind-where as in a banking method system of teaching-the teacher assesses a student’s achievement over that one-year period and constantly compares that child with other students in class.

This method is heavily based on many humanistic theories seen in the psychology world where the understanding is that it is the human’s duty to find knowledge and truth. Rather than waiting for the truth to be installed or worse just waiting idle for the truth to come.
Many philosophies such as “Community of learners ” have been created to answer the call of Freire. “Community of learners” embraces the thought that the teacher is not the authoritarian role in the classroom. Rather, he/she must consider his/herself as a more experienced peer-the notion that everyone in the classroom is learning together. In doing this, many barriers are broken in the communication process between the student and teacher. For instance, dialogue can be more direct and meaningful and applied to each student’s style of learning. This allows room for humanistic thought to take place. Rather than using the banking method, where the teacher would force-feed the students what he/she thinks that they need to know.

I first read of “Community of learners” during my freshman year of college in Critical Pedagogy I . I, then, quickly embraced as my own and wrote my philosophy of music education based upon this many of these ideas. The general idea behind this idea is that both students and teacher share work and experiences within a safe and comfortable environment. More specifically applied to music education, where performances, compositions, or theoretical work can be shared in front of the class for the benefit of the entire learning community.

In order for this organic learning experience to take place a comfortable learning environment must be implemented. This can be done, (in a musical sense), by connecting student’s musical experiences to real life personal experiences. Feelings in real life can then be applied into musical techniques. In a classroom setting this can be extremely beneficial.

The dichotomy between “Community of learners” and “Problem-Posing Education” is little to none. Both theories are about breaking down barriers that pose a severe problem inside the larger corrupt system. Freire talks of many education systems avoid problems all together. In doing so they are “resisting dialogue”-ultimately resulting in the oppression of every “human’s right to exist”, think, and explore.

It is the duty of the educator to create new ideas and methods to inspire new ways of thinking-new ways to combat oppressive education and ideologies of anti-humanistic education theories (banking method). This is a class war between those who care, love, and sincerely want to see their students succeed, and those who hate, destroy and represent the death of enlightenment-those who constantly search for new ideas and wish to create learning with out boundaries, and those who continue to oppress independent thought. There is no negotiation, only direct action. Freire says, “…The movement must begin with the human-world relationship”. In other words, it is the duty of human beings (students or educators) to take matters into their own hands. Theories such as “Community of Learners” and “Problem-Posing education” only work when the person seeks to liberate his/herself from oppression.

The movement of “Problem-posing education” cannot fall on an oppressive regime. This revolution will not be a complete coup de’etat . Rather, it is the duty of teachers to help enlighten their students. This can be accomplished by helping student’s realize that they are just as important in society as everyone else. By doing this, numerous barriers are being broken down. Conflicts between students, student-teacher conflicts, and sometimes seeing the change in the student can help inspire the teacher to continue to fight the battle against oppressive thinking inn the classroom.
Some say that a “society is only as good as good as it’s weakest member”. If we can eliminate this way of thinking than our society can benefit from the contributions of everyone in our society, rather than excluding people based on an oppressors view of what is inferior.

Instead of these faulty methods, classroom members should “build their knowledge based on experiences between community members”. It is essential to emphasize that everyone has something significant to share. Applied to the subject matter being taught in the classroom, a child’s opinion can be beneficial for the entire community. This is where the movement begins.

Greene, Maxine. “Teacher as Stranger: Educational Philosophy of the Modern Age”, Wadsworth Publishing Co., 1973
Garrick, Daniel, “A New Philosophy for a New Generation of Learners”, 2007, https://solidarityfirst.wordpress.com
Wonk, Ed, “Education Wonks” April, 2006, http://educationwonk.blogspot.com/2006/04/mayor-villaraigosas-attempted-coup.html
Vygotsky, Lev. “Mind in Society”. Harvard University Press. July 1, 1978