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dc.contributor.authorHarrison, Scott
dc.contributor.editorAnn Carroll
dc.date.accessioned2017-05-03T12:56:58Z
dc.date.available2017-05-03T12:56:58Z
dc.date.issued2006
dc.date.modified2008-09-25T01:12:25Z
dc.identifier.issn10303901
dc.identifier.urihttp://hdl.handle.net/10072/13748
dc.description.abstractThe problem of engaging boys in music is a perennial one. Boys are typically less involved in formal music-making than their female counterparts and tend to achieve lower grades in music at school. Of all the types of musical participation, singing is one that is often shunned by boys because of its association with gender-incongruence: it is not always socially acceptable for boys to sing at school. This research addresses the fact that singing classical or folk music in class is challenging for boys. For educators involved in a sequential, voice-based program, this is a significant concern. The problem is explored through literature from the field. Responses to the problem are also offered through recent research and reference to practical examples.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent1478203 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherKodaly Music Education Institute of Australia
dc.publisher.placeBerwick, Victoria
dc.publisher.urihttp://kodaly.org.au/index.php?option=com_content&task=view&id=30&Itemid=54
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom6
dc.relation.ispartofpageto13
dc.relation.ispartofjournalThe Bulletin of the Kodaly Music Education Institute of Australia
dc.relation.ispartofvolume2006
dc.rights.retentionY
dc.subject.fieldofresearchcode330103
dc.titleEngaging Boys in a sequential voice-based music program
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, Queensland Conservatorium
gro.date.issued2006
gro.hasfulltextFull Text
gro.griffith.authorHarrison, Scott D.


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