Striking Up the Band: Music Education through a Foucaultian Lens.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Large ensembles (e.g., choirs-orchestras-bands) have become prominent fixtures in most secondary schools and university schools/faculties of music in Canada and the United States. At the secondary school level, large ensembles have become, in effect, practically synonymous with the words “music education.” This paper derives from my own experience with and interest in wind bands as a means of enacting music education. Specifically, I interrogate, through a Foucaultian discourse lens, the kind of relationship with music fostered in and through what I term the pedagogical band world—the world comprising school and college/university wind bands that has developed from around the middle of the twentieth century. Based on an intensive examination of pedagogical band world discourse and a consideration of the historical appearance and evolution of bands, I argue that as bands became entrenched as the primary medium for music instruction in secondary schools (and concurrently became a major component of university schools/faculties of music), and as education increasingly became the target of state concerns over “progress,” the discourse of band performance changed from one of supplying music in order to create a sense of community and personal enjoyment to one of edification through exposure to Art (i.e., great repertoire).
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.011 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it