Music Education for Changing Times
Guiding Visions for Practice
(Sprache: Englisch)
With the aim of challenging thought and changing minds, and based on topics that frame the debate about the future of professional music education, this book explores the issues that music teachers must confront in a rapidly shifting educational landscape.
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With the aim of challenging thought and changing minds, and based on topics that frame the debate about the future of professional music education, this book explores the issues that music teachers must confront in a rapidly shifting educational landscape.
Klappentext zu „Music Education for Changing Times “
Based on topics that frame the debate about the future of professional music education, this book explores the issues that music teachers must confront in a rapidly shifting educational landscape.
The book aims to challenge thought and change minds. It presents a star cast of internationally prominent thinkers in and beyond music education. These thinkers deliberately challenge many time-worn traditions in music education with regard to musicianship, culture and society, leadership, institutions, interdisciplinarity, research and theory, and curriculum. This is the first book to confront these issues in this way.
This unique book has emerged from fifteen years of international dialog by The MayDay Group, an organization of more than 250 music educators from over 20 countries who meet yearly to confront issues in music teaching and learning.
Inhaltsverzeichnis zu „Music Education for Changing Times “
AUTHORSPREFACEINTRODUCTIONJ. Terry Gates - Grounding music education in changing timesACTION FOR CHANGE IN MUSIC EDUCATION (MayDay Group 1997)PART ONE: MusicianshipIntroduction [1aa]1. Wayne D. Bowman - No One True Way: Music education without redemptive truth2. Roger Johnson - Critically reflective musicianshipPART TWO: Culture and SocietyIntroduction3. Marie McCarthy - Re-thinking 'music' in the context of education4. David Hebert - Musicianship, musical identity: Meaning as embodied practicePART THREE: LeadershipIntroduction5. Elizabeth Gould - Dis-orientations of desire: Music education queer6. J. Scott Goble - Pragmatism, music's import, and music teachers as change agentsPART FOUR: InstitutionsIntroduction7. Julia Eklund Koza - Listening for whiteness: Hearing racial politics in undergraduate school music8. Daniel Cavicchi - My music, their music, and the irrelevance of music educationPART FIVE: InterdisciplinarityIntroduction9. John Shepherd - Breaking through our own barriers10. Anthony J. Palmer - Becoming intellectually fearlessPART SIX: Research and theoryIntroduction11. Richard Colwell - An expanded research agenda for music education12. Graham F. Welch - Ecological validity and impact: key challenges for music education researchPART SEVEN: CurriculumIntroduction13. David J. Elliott - Curriculum as professional action14. Sandra Stauffer - Placing curriculum in musicCONCLUSIONThomas A. Regelski - An end is a beginningAUTHOR INDEXSUBJECT INDEX
Bibliographische Angaben
- 2009, 214 Seiten, Maße: 16,4 x 24,3 cm, Gebunden, Englisch
- Herausgegeben:Regelski, Thomas A.; Gates, J. Terry
- Herausgegeben: Thomas A. Regelski, J. Terry Gates
- Verlag: Springer Netherlands
- ISBN-10: 9048126991
- ISBN-13: 9789048126996
- Erscheinungsdatum: 13.10.2009
Sprache:
Englisch
Rezension zu „Music Education for Changing Times “
From the reviews:"The essay authors ... contribute thoughtful work guaranteed to provoke a great deal of reflection regarding the frontiers of music education in the 21st century. The essayists have pointed to several stars on the horizon for guidance and enjoined the reader to be critically reflective on which ones are chosen for navigation. The path for our collective, professional journey may twist, turn, fork, and circle but with a vision influenced by the scholarship contained within this text, we can make purposeful strides towards the future." (Jeananne Nichols, International Journal of Education & the Arts, Vol. 12 (2), February, 2011)
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