Music Learning in an African-American Girls' Community of Practice: "Smooth as Butter"
This research focused on the unique processes involved in African-American girls learning music and dance in a non-schooled and informal community of practice.
||Music and Dance, Informal Learning, Communities of Practice, African-American Girls, Sociocultural Learning Theories
International Journal of Learning, Volume 12, Issue 9, pp.375-384.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 891.278KB).
Dr Corso earned her doctorate in educational psychology, specializing in sociocultural perspectives in education. Her academic background centers on ethnomusicology, anthropology, and educational psychology. Her music and dance performance experiences are broad, but deal particularly with African-American genres, such as jazz, blues, R&B, and hip-hop, and African styles, specifically Shona mbira music of Zimbabwe. After finishing her doctorate at the University of Illinois, she moved to the state of Arizona, where she taught elementary music for various grades and served as an elementary classroom teacher. Most recently, Dr Corso has worked as a professor in the Department of Teaching and Teacher Education for the University of Arizona. She teaches elementary social studies teaching methods for college seniors, supervises elementary student teachers in Tucson, and continues to pursue research related to learning and education in changing cultural milieus.
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