Resounding Schafer: A Collaborative Inquiry

Rio De Janeiro, 2024
The purpose of this study is to further trace Canadian Composer and Educator R. Murray Schafer’s influence on music education in Brazil and to better understand how his pedagogies have been updated and adapted as anti-colonial work in music classrooms.

O objetivo deste estudo é rastrear a influência do compositor e educador canadense R. Murray Schafer na educação musical no Brasil e compreender melhor como suas pedagogias foram atualizadas e adaptadas como trabalho anticolonial nas salas de aula de música.

Information, Links, & Documents

Please find the research participant information letter here (carta de informação ao participante).
Please find both English and Portuguese versions of the email and script for schools here (email e roteiro para escolas).

“podcast episodes” about sound and listening pedagogies (from the Toronto version of this project) can be found here.
“episódios de podcast” sobre pedagogias do som e da escuta (da versão de Toronto deste projeto) podem ser encontrados aqui.

Critical Practitioner Research: Collaborative Inquiry
Here are two articles about collaborative inquiry:
Ghiso, M., Campano, G. & Simon, R. (2013). Research and policy: Grassroots inquiry: Reconsidering the location of innovation. Language Arts, 91(2).
Lytle, S. L. (2008). At Last: Practitioner Inquiry and the practice of teaching: Some thoughts on” better”. Research in the Teaching of English, 42(3), 373-379.

Articles By Members of the Group
Desiderio, M. (2017). Sound map: Listening as a reading tool for [re]recognition and interaction with school space. Canadian Music Educator, 58(2), 17–22.
Friesen, D., Kelsey-Verdecchia, A., & Rodrigues, A. (2018). Visiting R. Murray Schafer–Winter Solstice, 2017 Indian River, Ontario. Canadian Music Educator, 59(3), 26–29.