Finding Voice: Music as a Means of Empowerment and Self-Expression for Migrant Children
Keywords:
Isolation, Stylistic Transformation, Francisco GoyaAbstract
The type of social stimuli that subjects humans to a type of response and induces a certain way of building an art form. This need is expressed through a semantic representation of emotions. This process demonstrates the equivalence between the retraction and regression of shapes from a realistic image to a more formally unreal elements, which may be considered to be analogous to the process of retraction and regression. This concept is dependent on the observed types of data and causes a sort of morphological features within the art structures that represent the identity of an artist by their methods of expressing in form and style, creating variation of morphological artistic structures to subtract levels of self-awareness with each sort of form. Additionally, it encompasses their approaches to the construction of form. Furthermore, the artist must contend with their own biases which can lead to the creation of an abstract picture of their own conceptual inner personality. This is a pivotal phase in the creative process, as it enables the artist to acknowledge their own phenomenological autonomy by developing an artistic style that is both distinctive and unique, contingent upon the shifts and regressions in form employed to express an abstract image of emotions as a reaction. This, in turn, enables them to progress and achieve an intellectual independence by style transformations, which is reflected in their aesthetic and ethical values. These values are presented in a manner that differs from the prevailing intellectual norms, thereby allowing the artist to express a unique perspective within the context of a diverse of intellectual identities.
References
1. Appiah, K. A. (2018). The lies that bind: Rethinking identity. Liveright Publishing.
2. Banks, J. A. (2019). Diversity, equity, and social justice: An introduction. Multicultural Education, 26(1), 2-5.
3. Bartleet, B. L. (2017). Sound links: Community music and intercultural connection. In M. Reason & N. Lichtenfels (Eds.), Applied theatre: Performing health and wellbeing (pp. 195-212). Bloomsbury.
4. Bergh, A. (2011). Music and migration: A theoretical perspective. Nordic Journal of Migration and Ethnic Studies, 1(1), 5-19.
5. Burnard, P. (2012). Rethinking creative teaching: Pedagogies of possibility in music education. In O. Östersjö & C. C. Nielsen (Eds.), New sounds, new stories: Narratives and music (pp. 11-24). Cambridge Scholars Publishing.
6. Coffey, A. (2016). Music-making and migration: An ethnographic study of music-making among migrant communities in the UK. Journal of Ethnic and Migration Studies, 42(10), 1655-1671.
7. Cope, P. (2014). Music, migration and the European Union: A review of the literature. Journal of Ethnic and Migration Studies, 40(10), 1555-1573.
8. DeNora, T. (2000). Music in everyday life. Cambridge University Press.
9. Elliott, D. J. (2012). Music matters: A philosophy of music education. Oxford University Press.
10. Finney, J. (2011). Music education in England, 1950-2010: A sociology of music education. Ashgate.
11. Hall, S. (2017). The fateful triangle: Race, ethnicity, nation. Harvard University Press.
12. Higgins, L. (2012). Community music: In theory and in practice. Oxford University Press.
13. Karlsen, S. (2017). Music education and migration: A systematic review of the literature. Music Education Research, 19(3), 257-273.
14. Keddie, A. (2012). Educating for diversity and social justice. Routledge.
15. Kruse, N. B. (2016). Music education and social justice: A critical analysis. In C. Benedict, P. Schmidt, & J. Spruce (Eds.), The Oxford handbook of social justice and music education (pp. 35-48). Oxford University Press.
16. Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165.
17. Marsh, K. (2012). The Routledge handbook of music, education, and community. Routledge.
18. Odam, G. (2013). The music educator's role in fostering social justice. Music Educators Journal, 100(2), 53-58.
19. Rodriguez, G. M. (2013). Power and agency in education: Exploring the pedagogy of music. Teachers College Press.
20. Ruud, E. (2013). Music therapy: A perspective from the humanities. Barcelona Publishers.
