GEMS (Gender, Education, Music, and Society), the on-line journal of GRIME (Gender Research in Music Education) https://ojs.library.queensu.ca/index.php/gems Gender, Education, Music, and Society is a journal that explores the myriad intersections between gender, education, music and society. Emphasis is on the ways in which music teaching and learning can be used to re-dress & eliminate inequalities en-US The policy of GEMS is that authors will retain copyright to their materials. All published articles and reviews will carry the notation " © DATE by AUTHOR (author's email address)". Articles appearing in GEMS may be saved and stored in electronic or paper form and may be shared among individuals for the purposes of scholarly research or discussion. Permission to copy or re-publish in any context or format must be secured in writing from the author(s), with advance notification given to the co-editors. gems_editor@genderresearchinmusiceducation.org (Colleen Pinar) ojs@queensu.ca (OJS Administrator) Wed, 01 Apr 2015 02:43:17 -0400 OJS 3.1.0.1 http://blogs.law.harvard.edu/tech/rss 60 GEMS_April2015_8(4)EntireIssue https://ojs.library.queensu.ca/index.php/gems/article/view/5638 <p><strong>TABLE OF CONTENTS</strong></p><p>Mission Statement, Writing Style, And Copyright Statement</p><p> </p><p> </p><p>Editorial 2015</p><p>Dr. Colleen Pinar</p><p>  </p><p><strong>ARTICLES</strong></p><p>From Dirty Little Secrets To Prime Time: Values, Metaphors, And Social Change At The 2015 Grammy Awards</p><p class="yiv0023102893default">Dr. Catherine A. Dobris &amp; Rachel D. Davidson, MA</p><p> </p><p>If Music Be The Food Of Love, Play On: Using Music As A Text To Explore Love In A Secondary English Classroom</p><p>Dani Goldstein, MA &amp; Dr. Laraine Wallowitz</p><p> </p><p>The Jodi Arias Saga: A Tragic Opera</p><p>Dr. Kristyan Kouri</p><p>  </p><p><strong>Book Summary</strong></p><p>Women Music Educators In The United States: A History. By Dr. Sondra Wieland Howe</p><p>Dr. Sondra Wieland Howe</p><p> </p><p> </p> Dr. Colleen Pinar ##submission.copyrightStatement## https://ojs.library.queensu.ca/index.php/gems/article/view/5638 Wed, 01 Apr 2015 00:00:00 -0400 From Dirty Little Secrets To Prime Time: Values, Metaphors, And Social Change At The 2015 Grammy Awards https://ojs.library.queensu.ca/index.php/gems/article/view/5632 This paper seeks to understand values articulated through the themes of social change as a counterpoint to a celebration of popular culture in the 2015 Grammy Awards. In this study, we provide a close reading of metaphors in five performances in order to address how contemporary values are juxtaposed with entertainment in this public context. The five artifacts selected for analysis include: President Obama's public service announcement, anti-domestic violence advocate Brooke Axtell's brief speech on behalf of survivors, pop star Katy Perry's performance of, "By the Grace of God," Australian singer Sia's performance of, "Chandelier," and Common and John Legend’s performance of “Glory,” from the film, <em>Selma</em>. We offer the current analysis as a means for understanding the larger rhetorical issue of how values are utilized to convey or motivate social action in a platform that some argue represent antithetical aims to social change rhetoric. Dr. Catherine A. Dobris, Rachel D. Davidson ##submission.copyrightStatement## https://ojs.library.queensu.ca/index.php/gems/article/view/5632 Wed, 01 Apr 2015 00:00:00 -0400 If Music Be The Food Of Love, Play On: Using Music As A Text To Explore Love In A Secondary English Classroom https://ojs.library.queensu.ca/index.php/gems/article/view/5633 An English teacher in a secondary STEM school and her former English education professor collaborate on an article about their experience using music as a text to explore the concept of love in a secondary English classroom. Using the principles and practices of critical literacy and backwards design, the teachers broaden the notion of reading and writing to include non-print texts such as music to help students negotiate love and gender in Shakespeare’s “Romeo and Juliet” and popular music. Students used the essential question, <em>How does love influence us?</em> as a framework for their investigation. Once students studied love and gender in the play and in popular music, the students synthesized their new understandings into their own song lyrics. The authors found that when the students were given the chance to read and write music, “great and untapped creative potential simmering inside” was “let out and given a chance to thrive.” Dani Goldstein, Dr. Laraine Wallowitz ##submission.copyrightStatement## https://ojs.library.queensu.ca/index.php/gems/article/view/5633 Wed, 01 Apr 2015 00:00:00 -0400 The Jodi Arias Saga: A Tragic Opera https://ojs.library.queensu.ca/index.php/gems/article/view/5634 On June 4, 2008, 27-year-old Jodi Ann Arias murdered her lover, 30-year-old Travis Alexander. Demonized in the popular press, Arias is often depicted as a crazy jealous angry sociopath who had a fatal attraction toward a man who was largely indifferent to her. When her story is examined from a feminist perspective, the gendered sociological and psychological forces that influenced her decision to commit the brutal crime become apparent. The all- encompassing rage that fueled her violent action was at least partially the result of being used, degraded and held to a double standard by a man who, at first glance, seemed to be her prince charming. As such, Jodi Arias is not the monster she has been portrayed to be. Instead, her story can be likened to the most tragic of operas. Dr. Kristyan Kouri ##submission.copyrightStatement## https://ojs.library.queensu.ca/index.php/gems/article/view/5634 Wed, 01 Apr 2015 00:00:00 -0400 Women Music Educators In The United States: A History. By Dr. Sandra Wieland Howe https://ojs.library.queensu.ca/index.php/gems/article/view/5635 <p><em>Women Music Educators</em> is a comprehensive narrative of women teaching music in the United States from colonial days until the end of the twentieth century. Traditional accounts of the history of music education have often neglected the contributions of women, because these texts have emphasized bands and the top leaders in hierarchical music organizations. When music education is defined broadly, the contributions of many forgotten women are revealed. Women taught in many settings: the home, community, churches, public schools, and teacher-training institutions. Women were music educators as writers, patrons, and through their volunteer work in organizations. Their stories are found in articles, dissertations, and books from the fields of musicology, education, and social history.</p> Dr. Sandra Wieland Howe ##submission.copyrightStatement## https://ojs.library.queensu.ca/index.php/gems/article/view/5635 Wed, 01 Apr 2015 00:00:00 -0400