EVENT FORMAT
As continuation of our engagement with the vital and challenging questions that make up our revised Action Ideals, The MayDay Group invites scholars, music makers, educators, and innovators from around the globe to consider and problematize music not just as meaningful sound, but as socially, culturally, and politically embedded action. This year’s Colloquium centers on the newly revised and adopted:
ACTION IDEAL III:
We engage in anti-oppressive actions that challenge and oppose injustices, including white supremacy and cultural elitism, and contribute to equitable experiences in teaching, learning, and musicing.
As reflective agents of social change, we create, sustain, and contribute to ways of knowing, doing, and using music in order to address, transform, and/or embrace the conditions of our world. Musical activity and educational conventions—dynamic, living processes rife with power asymmetries and individual and collective biases—develop within diverse contexts and communities of practice. All participants in the teaching and learning process bring a knowledge base that has the potential to extend benefit to one another.
Questions that presenters might consider:
PROVOCATIONS
Provocations are invited to address and/or problematize ideas of activism, artistic citizenship, musical democracies, ethnomusicology, “world music,” multicultural curricula, sociology of music, cultural and institutional biases, non-notated musics, theories of social music learning, music and identity formation, social class and other points of interest on local, national, and global levels that can broaden the range of our professional general knowledge base. Over the past 30 years we have seen a myriad of research and philosophical contributions surrounding music learning and teaching that intersect with the fields of ethnomusicology, arts-based therapy, neuroscience, sociology, gender-sexuality studies, critical race theory, psychology, anthropology, linguistics, and cultural psychology. It is expected that scholarship from these fields and others will inform accepted proposals.
Presenters are encouraged to address issues and events by taking an interdisciplinary, theoretical, or philosophical approach in their analyses of trends and perceived problems, speaking as much to the wider university community and to the public as to our own specialty, and to recommend Action Plans that can broaden our thinking and support a more inclusive, socially aware, and informed practice of teaching and learning music.
COLLOQUIUM FORMAT
Presentations — better understood at MayDay Group Colloquia as provocations — are designed to stimulate discussion and debate. Each presenter will be allocated 20 minutes to present their paper asynchronously by uploading their paper or a video presentation two weeks prior to the colloquium. Presentations will be grouped in threes and organized around intersecting themes. During the sychronous part of the colloquium presenters will be given 15 minute blocks to interact and generate discourse with registered attendees. During the 60 minute blocks, presenters are asked to provide a 5 minute synopsis of their papers and allow for 10 minutes of discussion. At the end of the three 15 min dialogic moments, a moderator will facilitate an additional 15 minute discussion where attendees can ask further questions of one of the three presentations as well as consider ways the three presentations intersect.
Presenters must be registered and in attendance at the colloquium. Papers/Presentations will only be available to those registered. Presentations should transcend the presenters' national borders and challenge thinking among a global audience.
Presenters must send their paper and video link to [email protected] by June 7th. Please contact Brent Talbot with any questions.
ACTION IDEAL III:
We engage in anti-oppressive actions that challenge and oppose injustices, including white supremacy and cultural elitism, and contribute to equitable experiences in teaching, learning, and musicing.
As reflective agents of social change, we create, sustain, and contribute to ways of knowing, doing, and using music in order to address, transform, and/or embrace the conditions of our world. Musical activity and educational conventions—dynamic, living processes rife with power asymmetries and individual and collective biases—develop within diverse contexts and communities of practice. All participants in the teaching and learning process bring a knowledge base that has the potential to extend benefit to one another.
Questions that presenters might consider:
- How can music educators expose and oppose structures, curricula, policies, discourse, and actions in educational institutions, spaces, and communities that are detrimental to supporting an equitable, inclusive, diverse, and just environment for teaching, learning, and musicing?
- What are actionable ways in which we can educate ourselves and each other on anti-racism and decolonization in musical and pedagogical spaces?
- In what ways might democratic modes of interaction including polyvocality be a conduit to sharing power in music teaching and learning?
- How can music educators intentionally explore and express diverse ideas related to equality and privilege that stem from identity constructions such as class, ability, race, sexual orientation, age, gender, sex, ethnicity, and religion and their intersectionalities?
PROVOCATIONS
Provocations are invited to address and/or problematize ideas of activism, artistic citizenship, musical democracies, ethnomusicology, “world music,” multicultural curricula, sociology of music, cultural and institutional biases, non-notated musics, theories of social music learning, music and identity formation, social class and other points of interest on local, national, and global levels that can broaden the range of our professional general knowledge base. Over the past 30 years we have seen a myriad of research and philosophical contributions surrounding music learning and teaching that intersect with the fields of ethnomusicology, arts-based therapy, neuroscience, sociology, gender-sexuality studies, critical race theory, psychology, anthropology, linguistics, and cultural psychology. It is expected that scholarship from these fields and others will inform accepted proposals.
Presenters are encouraged to address issues and events by taking an interdisciplinary, theoretical, or philosophical approach in their analyses of trends and perceived problems, speaking as much to the wider university community and to the public as to our own specialty, and to recommend Action Plans that can broaden our thinking and support a more inclusive, socially aware, and informed practice of teaching and learning music.
COLLOQUIUM FORMAT
Presentations — better understood at MayDay Group Colloquia as provocations — are designed to stimulate discussion and debate. Each presenter will be allocated 20 minutes to present their paper asynchronously by uploading their paper or a video presentation two weeks prior to the colloquium. Presentations will be grouped in threes and organized around intersecting themes. During the sychronous part of the colloquium presenters will be given 15 minute blocks to interact and generate discourse with registered attendees. During the 60 minute blocks, presenters are asked to provide a 5 minute synopsis of their papers and allow for 10 minutes of discussion. At the end of the three 15 min dialogic moments, a moderator will facilitate an additional 15 minute discussion where attendees can ask further questions of one of the three presentations as well as consider ways the three presentations intersect.
Presenters must be registered and in attendance at the colloquium. Papers/Presentations will only be available to those registered. Presentations should transcend the presenters' national borders and challenge thinking among a global audience.
Presenters must send their paper and video link to [email protected] by June 7th. Please contact Brent Talbot with any questions.