Music Education for Changing Times / Landscapes: the Arts, Aesthetics, and Education Bd.7 (PDF)
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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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.
- 2009, 2010, 214 Seiten, Englisch
- Herausgegeben: Thomas A. Regelski, J. Terry Gates
- Verlag: Springer-Verlag GmbH
- ISBN-10: 9048127009
- ISBN-13: 9789048127009
- Erscheinungsdatum: 08.10.2009
Abhängig von Bildschirmgröße und eingestellter Schriftgröße kann die Seitenzahl auf Ihrem Lesegerät variieren.
- Dateiformat: PDF
- Größe: 1.91 MB
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“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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