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Advisor(s)
Abstract(s)
This paper presents results from a larger research study that investigates how social inclusion through music may be promoted in Orquestra Geração [OG], the Portuguese version of Venezuela’s El Sistema. A case study of OG is examined in order to gain a better understanding of the actual mechanisms through which music making may eventually be “transformative” and produce changes in the lives of the young participants through the acquisition of dispositions and skills. Selected videos of rehearsals combined with semi-structured interviews with OG young players were gathered and analysed. Results of the interviews indicate that orchestral socialization in OG has consequences for the participants’ sets of dispositions and skills. As such, OG may successfully empower participants, fostering inclusion and eventually social mobility. Rehearsal practices and processes through which these dispositions are generated and internalized by participants were examined using a video recording of a rehearsal. The findings show that the interactions between conductor and players, the production of order and discipline, and music making (sonic materials, instrumental playing) constitute an active part in these internalization processes. A critical reflection about discipline and its wider implications for education is presented. Rather than providing definitive answers, the data here should serve as a catalyst to stimulate discussion.
Description
Keywords
El Sistema discipline dispositions skills social inclusion disciplina disposições inclusão social competências
Citation
Boia, P. S., Boal-Palheiros, G. (2016). Making music in Orquestra Geração: from discipline to empowerment? In G. Boal-Palheiros (Ed.), International Perspectives on Music Education: Proceedings of the 26th International Seminar of the ISME Commission on Research, London 18-22 July 2016. Londres: International Music Education Research Centre (iMerc) Press, 31-41.
Publisher
International Music Education Research Centre (iMerc) Press