David Hebert
David G. Hebert, PhD is a tenured Professor of Music at Western Norway University of Applied Sciences (Bergen), where he leads the Grieg Academy Music Education (GAME) research group. Dr. Hebert mostly teaches for the music Master program, and coordinates a PhD course "Cultural Heritage and Policy in a Digital Age". He is a widely published and cited researcher whose background includes academic teaching positions with universities on five continents. Hebert has directed music research projects on six continents (in Japan and China, the USA, Finland, New Zealand, Ghana, and Guyana).
Address: Professor David Hebert, Grieg Academy, Faculty of Education, Bergen University College, P.O. Box 703; N-5020, Bergen, Norway
Address: Professor David Hebert, Grieg Academy, Faculty of Education, Bergen University College, P.O. Box 703; N-5020, Bergen, Norway
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Books by David Hebert
This book offers a detailed description of new developments in global music historiography, including techniques applicable to historical research across an array of music specializations: ethnomusicology, historical musicology, jazz studies, popular music studies, early music performance practice, and music education history. It presents a unique perspective, informed by recent technological developments as well as interdisciplinary application of new theories from such fields as philosophy of history and historical sociology.
Content Level » Research
David G. Hebert, PhD is a Professor of Music with the Grieg Academy, Bergen University College, Norway. He previously held academic positions with universities in the USA, Japan, Finland, Russia, and New Zealand, and has directed (or currently directs) music research projects on 6 continents. Widely published and cited as a scholar of global music education, he is chair of the Historical Ethnomusicology special interest group of the Society for Ethnomusicology.
Keywords » All-Japan Band Association - European orchestral instruments - Japanese composers - Japanese influences - Tokyo Kosei Wind Orchestra - Yamaha - japanese schools - music education - wind bands - young musicians
Foreword (by Bonnie Wade).- Part I: A social history of wind bands in Japanese schools. Chapter 1: Introduction: The world’s finest school bands and largest music competition.- Chapter 2: Where are these bands from?: An historical overview.- Part II: An ethnography of wind bands in Japanese schools. Chapter 3: An invitation to the Tokyo middle school.- Chapter 4: The band rehearsal ritual and its participants.- Chapter 5: Instruction in the Japanese school band.- Chapter 6: Scenes from the 50th AJBA national band competition.- Chapter 7: Winning in the band: Views from beneath and within.- Chapter 8: Winning in the band: Views from above and beyond.- Chapter 9: Japanese composers and wind band repertoire.- Chapter 10: Leadership and duty in the ensemble.- Chapter 11: Cooperative learning and mentorship in band.- Chapter 12: Organizational training of the Japanese band director.- Chapter 13: Corporate giants: Yamaha and the Tokyo Kosei Wind Orchestra.- Chapter 14: Metaphors of a Japanese band community.- Chapter 15: Musical identity in the band: Social class and gender.- Chapter 16: National identity in the Japanese school band.- Chapter 17: Ensemble ethos: Theorizing cultures of musical achievement.- Chapter 18: Conclusions.- Afterword.- Glossary.- Index"
Hebert, D. G. & Kertz-Welzel, A. (Eds.) (2012, Ashgate). Patriotism and Nationalism in Music Education. [Contributors: Simon Keller, Jane Southcott, Kari Veblen, Ambigay Yudkoff, Carlos Abril, CheeHoo Lum, Eugene Dairianathan, Amy Beegle, Wai-Chung Ho, Marja Heimonen, David G. Hebert, Alexandra Kertz-Welzel]."
Offers a collection of original interdisciplinary research from the 25th anniversary conference of the Nordic Association for Japanese and Korean Studies (2013).
Takes a cross-cultural and interdisciplinary approach.
This book studies the three concepts of translation, education and innovation from a Nordic and international perspective on Japanese and Korean societies. It presents findings from pioneering research into cultural translation, Japanese and Korean linguistics, urban development, traditional arts, and related fields. Across recent decades, Northern European scholars have shown increasing interest in East Asia. Even though they are situated on opposite sides of the Eurasia landmass, the Nordic nations have a great deal in common with Japan and Korea, including vibrant cultural traditions, strong educational systems, and productive social democratic economies. Taking a cross-cultural and interdisciplinary approach, and in addition to the examination of the three key concepts, the book explores several additional intersecting themes, including sustainability, nature, humour, aesthetics, cultural survival and social change, discourse and representation.
This book offers a collection of original interdisciplinary research from the 25th anniversary conference of the Nordic Association for Japanese and Korean Studies (2013). Its 21 chapters are divided into five parts according to interdisciplinary themes: Translational Issues in Literature, Analyses of Korean and Japanese Languages, Language Education, Innovation and New Perspectives on Culture, and The Arts in Innovative Societies.
Papers by David Hebert
ABSTRACT: This study applies a novel computational strategy––Jensen Chroma Complexity (JCC)––to develop robust harmonic profiles of music recordings. This feature has been calculated on all US Billboard Top 100 hits across a 75-year period (n=6,394). Results indicate a clear historical trajectory of harmonic profiles, with strong predictability. From the 1940s is a sustained increase in JCC that nearly doubles, peaking in the 1980s, and gradually decreasing into the 21st century. Each decade was also determined to correlate to a statistically distinctive harmonic profile. The findings presented here corroborate the effectiveness of JCC in generating robust harmonic profiles that enable identification of the approximate year in which a hit song was popularized.
"Folk music programmes have been a major feature of higher education music departments across the Nordic region for several decades. Still, programmes that offer the opportunity to deeply study non-European music (other than jazz) are very rare in most of Europe, and programmes in music education that offer such opportunities at anything more than a superficial level had been virtually nonexistent until the launch of the international collaborative Nordic Master of Global Music (GLOMAS) programme at WOMEX in 2009. This article is based on observations and interviews with participants at the GLOMUS camp, an intensive postgraduate music course affiliated with the GLOMAS program that was first held in Ghana (April 3-13, 2011), as well as questionnaires administered at the beginning and end of this unique event and examination of the first five Master theses produced by GLOMAS students. The findings suggest that the camp was largely successful in terms of advancing creative artistry, intercultural understanding, and pedagogical competence via both traditional and experimental fusion musicianship that transcends cultural boundaries. The conclusions illustrate how similar programmes might be implemented in other settings to enhance the diversity and relevance of music teacher training.
Hebert, D. G. & Saether, E. (positive review, soon in press). “Findings and Implications from an Evaluation of the Glomus Intercultural Music Camp, Ghana 2011,” Music Education Research. "
David Hebert, Alexis Anja Kallio and Albi Odendaal
Abstract
The aim of this study was to investigate the characteristics of Finnish joulumusiikki (Christmas music) concerts and sing-alongs as well as participants’ motivations for attending these immensely popular events. Contemporary joulumusiikki events were studied through ethnographic observations and interviews conducted at five prominent Christmas music venues in the capital city, Helsinki. Findings highlight how these events may be understood as rituals that both maintain traditions and mediate the transformations of contemporary Finnish society. Joulumusiikki events were determined to provide opportunities for particularly Finnish celebrations of distinctively Finnish ideals. Thus, both as expressions and constructions of ‘Finnishness’, joulumusiikki events are seen as an important social tradition that continues to evolve and transform. With very little previously published research on such topics, this study offers preliminary but important insights into the role of Christmas music events in Finnish society which are highly significant due to their powerfully affective connection to cultural heritage and the fact that more than a fifth of Finns (around 1 million) participate in them annually.
""
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Imperfections – such as inequality and inefficiency of learning – are perennial problems for education despite a diversity of foundations on which national systems are established, which range from the idealistic vision of fostering a utopian society to the utilitarian objective of producing skilled workers capable of engendering economic growth. Despite sharing many common conditions and fundamental values, educators rarely learn valuable lessons from the successes and failures of highly relevant initiatives in distant nations. This problem may be attributed to several factors, not the least of which includes the entrenchment of local traditions and ethnocentric assumptions, but surely the quality and relevance of international-comparative research – and the way its results are disseminated – are issues that must also be taken into careful consideration. What are the unique lessons to be learned from international comparisons, and what are the prospective risks for how such comparisons may be misinterpreted and misused in educational settings? How can international comparative research be made more relevant, with tangible applications that may be recognized and effectively used by school teachers? How can international comparative education meaningfully examine subjects beyond the reach of standardized testing, in such domains as the fostering of creativity, talent, and ethical sensibilities, for example? These themes will be presented through discussion of both research findings and anecdotes from the personal experience of working for universities on four continents. Specific topics will include the challenges of accounting for conceptual equivalency and representing cultural differences, sampling and generalizability, reconciling the diverging aims of economic, anthropological, sociological, and psychological research, as well as grappling with the ambivalent discourse of globalization, multiculturalism, post-colonialism, and other social movements."""
This book offers a detailed description of new developments in global music historiography, including techniques applicable to historical research across an array of music specializations: ethnomusicology, historical musicology, jazz studies, popular music studies, early music performance practice, and music education history. It presents a unique perspective, informed by recent technological developments as well as interdisciplinary application of new theories from such fields as philosophy of history and historical sociology.
Content Level » Research
David G. Hebert, PhD is a Professor of Music with the Grieg Academy, Bergen University College, Norway. He previously held academic positions with universities in the USA, Japan, Finland, Russia, and New Zealand, and has directed (or currently directs) music research projects on 6 continents. Widely published and cited as a scholar of global music education, he is chair of the Historical Ethnomusicology special interest group of the Society for Ethnomusicology.
Keywords » All-Japan Band Association - European orchestral instruments - Japanese composers - Japanese influences - Tokyo Kosei Wind Orchestra - Yamaha - japanese schools - music education - wind bands - young musicians
Foreword (by Bonnie Wade).- Part I: A social history of wind bands in Japanese schools. Chapter 1: Introduction: The world’s finest school bands and largest music competition.- Chapter 2: Where are these bands from?: An historical overview.- Part II: An ethnography of wind bands in Japanese schools. Chapter 3: An invitation to the Tokyo middle school.- Chapter 4: The band rehearsal ritual and its participants.- Chapter 5: Instruction in the Japanese school band.- Chapter 6: Scenes from the 50th AJBA national band competition.- Chapter 7: Winning in the band: Views from beneath and within.- Chapter 8: Winning in the band: Views from above and beyond.- Chapter 9: Japanese composers and wind band repertoire.- Chapter 10: Leadership and duty in the ensemble.- Chapter 11: Cooperative learning and mentorship in band.- Chapter 12: Organizational training of the Japanese band director.- Chapter 13: Corporate giants: Yamaha and the Tokyo Kosei Wind Orchestra.- Chapter 14: Metaphors of a Japanese band community.- Chapter 15: Musical identity in the band: Social class and gender.- Chapter 16: National identity in the Japanese school band.- Chapter 17: Ensemble ethos: Theorizing cultures of musical achievement.- Chapter 18: Conclusions.- Afterword.- Glossary.- Index"
Hebert, D. G. & Kertz-Welzel, A. (Eds.) (2012, Ashgate). Patriotism and Nationalism in Music Education. [Contributors: Simon Keller, Jane Southcott, Kari Veblen, Ambigay Yudkoff, Carlos Abril, CheeHoo Lum, Eugene Dairianathan, Amy Beegle, Wai-Chung Ho, Marja Heimonen, David G. Hebert, Alexandra Kertz-Welzel]."
Offers a collection of original interdisciplinary research from the 25th anniversary conference of the Nordic Association for Japanese and Korean Studies (2013).
Takes a cross-cultural and interdisciplinary approach.
This book studies the three concepts of translation, education and innovation from a Nordic and international perspective on Japanese and Korean societies. It presents findings from pioneering research into cultural translation, Japanese and Korean linguistics, urban development, traditional arts, and related fields. Across recent decades, Northern European scholars have shown increasing interest in East Asia. Even though they are situated on opposite sides of the Eurasia landmass, the Nordic nations have a great deal in common with Japan and Korea, including vibrant cultural traditions, strong educational systems, and productive social democratic economies. Taking a cross-cultural and interdisciplinary approach, and in addition to the examination of the three key concepts, the book explores several additional intersecting themes, including sustainability, nature, humour, aesthetics, cultural survival and social change, discourse and representation.
This book offers a collection of original interdisciplinary research from the 25th anniversary conference of the Nordic Association for Japanese and Korean Studies (2013). Its 21 chapters are divided into five parts according to interdisciplinary themes: Translational Issues in Literature, Analyses of Korean and Japanese Languages, Language Education, Innovation and New Perspectives on Culture, and The Arts in Innovative Societies.
ABSTRACT: This study applies a novel computational strategy––Jensen Chroma Complexity (JCC)––to develop robust harmonic profiles of music recordings. This feature has been calculated on all US Billboard Top 100 hits across a 75-year period (n=6,394). Results indicate a clear historical trajectory of harmonic profiles, with strong predictability. From the 1940s is a sustained increase in JCC that nearly doubles, peaking in the 1980s, and gradually decreasing into the 21st century. Each decade was also determined to correlate to a statistically distinctive harmonic profile. The findings presented here corroborate the effectiveness of JCC in generating robust harmonic profiles that enable identification of the approximate year in which a hit song was popularized.
"Folk music programmes have been a major feature of higher education music departments across the Nordic region for several decades. Still, programmes that offer the opportunity to deeply study non-European music (other than jazz) are very rare in most of Europe, and programmes in music education that offer such opportunities at anything more than a superficial level had been virtually nonexistent until the launch of the international collaborative Nordic Master of Global Music (GLOMAS) programme at WOMEX in 2009. This article is based on observations and interviews with participants at the GLOMUS camp, an intensive postgraduate music course affiliated with the GLOMAS program that was first held in Ghana (April 3-13, 2011), as well as questionnaires administered at the beginning and end of this unique event and examination of the first five Master theses produced by GLOMAS students. The findings suggest that the camp was largely successful in terms of advancing creative artistry, intercultural understanding, and pedagogical competence via both traditional and experimental fusion musicianship that transcends cultural boundaries. The conclusions illustrate how similar programmes might be implemented in other settings to enhance the diversity and relevance of music teacher training.
Hebert, D. G. & Saether, E. (positive review, soon in press). “Findings and Implications from an Evaluation of the Glomus Intercultural Music Camp, Ghana 2011,” Music Education Research. "
David Hebert, Alexis Anja Kallio and Albi Odendaal
Abstract
The aim of this study was to investigate the characteristics of Finnish joulumusiikki (Christmas music) concerts and sing-alongs as well as participants’ motivations for attending these immensely popular events. Contemporary joulumusiikki events were studied through ethnographic observations and interviews conducted at five prominent Christmas music venues in the capital city, Helsinki. Findings highlight how these events may be understood as rituals that both maintain traditions and mediate the transformations of contemporary Finnish society. Joulumusiikki events were determined to provide opportunities for particularly Finnish celebrations of distinctively Finnish ideals. Thus, both as expressions and constructions of ‘Finnishness’, joulumusiikki events are seen as an important social tradition that continues to evolve and transform. With very little previously published research on such topics, this study offers preliminary but important insights into the role of Christmas music events in Finnish society which are highly significant due to their powerfully affective connection to cultural heritage and the fact that more than a fifth of Finns (around 1 million) participate in them annually.
""
"""
Imperfections – such as inequality and inefficiency of learning – are perennial problems for education despite a diversity of foundations on which national systems are established, which range from the idealistic vision of fostering a utopian society to the utilitarian objective of producing skilled workers capable of engendering economic growth. Despite sharing many common conditions and fundamental values, educators rarely learn valuable lessons from the successes and failures of highly relevant initiatives in distant nations. This problem may be attributed to several factors, not the least of which includes the entrenchment of local traditions and ethnocentric assumptions, but surely the quality and relevance of international-comparative research – and the way its results are disseminated – are issues that must also be taken into careful consideration. What are the unique lessons to be learned from international comparisons, and what are the prospective risks for how such comparisons may be misinterpreted and misused in educational settings? How can international comparative research be made more relevant, with tangible applications that may be recognized and effectively used by school teachers? How can international comparative education meaningfully examine subjects beyond the reach of standardized testing, in such domains as the fostering of creativity, talent, and ethical sensibilities, for example? These themes will be presented through discussion of both research findings and anecdotes from the personal experience of working for universities on four continents. Specific topics will include the challenges of accounting for conceptual equivalency and representing cultural differences, sampling and generalizability, reconciling the diverging aims of economic, anthropological, sociological, and psychological research, as well as grappling with the ambivalent discourse of globalization, multiculturalism, post-colonialism, and other social movements."""
The organizing committee of the 10th biennial International Symposium on the Sociology of Music Education and the Institute of Contemporary Music Performance are pleased to announce a call for papers. We welcome proposals from a broad range of perspectives, related to sociology and music education. Colleagues are invited to submit individual papers (twenty minutes, plus five minutes for discussion) or panels of three to five presenters (50 minutes, plus 10 minutes for discussion). Topics of particular interest include, but are not limited to, sociological studies of music education that relate to:
• Communities of musical practice
• Music, multimedia, and online learning
• Transdisciplinary, hybrid and sound-based music
• Power and (symbolic) violence
• Aspiration and social mobility
• Social justice and citizenship
• Feminist, gender, queer and trans theories
• Punk, hip-hop and anarchist pedagogies
• Critical studies of creativity
• Practice-led and arts-based research methods
• Music making, leisure, cultural participation
• Intergenerational learning, health and creative aging
• Internationalization and globalization
• Neoliberalization of schooling and higher education
• Public–private partnerships
• Religion and spirituality
• An age of polarized politics
• An anti-intellectual age
We also welcome proposals for 60-minute performance/teaching workshops that illustrate effective practical responses to social issues in music. Please contact Gareth Dylan Smith with any informal enquiries at [email protected].
Abstracts should be 300-350 words in length, and should be accompanied by a 150-word biography for each presenter. Email submissions to [email protected], including full name/s and institutional affiliation/s. The closing date for submissions is 1 December 2016. All submissions will be reviewed by the organizing committee: Dr Clare Hall, Dr David Hebert, Dr Danielle Sirek and Dr Gareth Dylan Smith. All presenters will be notified of acceptance by 1 January 2017. The Symposium will be held at the ICMP’s London campus, 11-14 June 2017. Registration, and information regarding travel, accommodation and scheduling, will be available (from spring 2017) via: http://www.icmp.ac.uk/issme2017.
Action, Criticism, and Theory for Music Education will publish a special Sociology of Music Education issue in early 2018, including articles based on ISSME 2017 presentations, and guest edited by Gareth Dylan Smith and Clare Hall. Submissions should meet ACT standards (http://act.maydaygroup.org/submissions/) and will be subject to double-blind peer review. Submissions to the guest editors will be due by September 1, 2017.