Applications of Psychological and Sociological Research

Applications of Psychological and Sociological Research

Photo by Josue Isai Ramos Figueroa on Unsplash

For the final week of our Psychology & Sociology class, we were mostly given the time to write our final paper. There were no assigned readings, just a Live Lecture on the topics covered this term and a Live Classroom to discuss the applications in our classroom of the prompt for our paper. The main thrust of the paper is discussing one or more of the psychological/sociological concepts from the course and how it might reconceptualize our pedagogy. The first concept that came to my mind was self-determination theory from Week 4: Identity, Community, and Music Making, but I also thought about digging more into constructionism, the theoretical framework I used in my research proposal for our Introduction to Research class. I ended up settling on constructionism, but I plan on reading more into self-determination theory during my “Spring Break” next week.

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Critical Theory and Critical Pedagogy

Critical Theory and Critical Pedagogy

Photo by Headway on Unsplash

For Week 6 of our Psychology and Sociology class, we discussed the topics of Critical Theory and Critical Pedagogy. Critical Theory “is the reflective assessment and critique of society and culture by applying knowledge from the social sciences and the humanities” (Wikipedia). It draws on the works of Karl Marx, Sigmund Freud, and the Frankfurt School of social theory. Critical Pedagogy applies critical theory to education, and began with Paulo Freire’s book, Pedagogy of the Oppressed. For this week, we had to choose between reading Freire’s Pedagogy of the Oppressed or Michael Apple’s Official Knowledge: Democratic Education in a Conservative Age. We were also assigned a few journal articles, a reading response, and a paper.

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Race, Ethnicity, and Gender

Race, Ethnicity, and Gender

Photo by Brittani Burns on Unsplash

Week 5 of my Psychology and Sociology in Music Education class focused on issues of race, ethnicity, and gender in music education. Similar to my thoughts on motivation and identity limiting participation in music in secondary schools from last week, there are issues related to race, ethnicity, and gender that prevent students from participating in music. Our readings were divided into two groups: race & ethnicity and gender. We also had a Live Classroom in addition to our weekly Reading Response.

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Identity, Community, and Music Making

Identity, Community, and Music Making

Photo by Alex Iby on Unsplash

This post started out much differently than it looks now. I began writing something that would look more like Week 1, Week 2, or Week 3 of my Psychology and Sociology in Music Education class, but as I kept reading and writing, I wanted to be able to tell you more about what I was thinking and less within the confines of the reading response and the paper. I’ll leave you with some of that first, traditional draft, but then transition to something that better fits what I wanted to write.

Week 4 began looking at education and music education through a sociological lens. This week we specifically looked at identity, community, and music making. We dove into another of our main texts, Sociology for Music Teachers: Practical Applications. then looked at Identity, Music, Schools, and Community. We also had a reading response and a paper due this week.

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