Debates in Music Teaching
Routledge (Verlag)
978-0-415-59762-3 (ISBN)
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Debates in Music Teaching encourages student and practising teachers to engage with contemporary issues and developments in music education. It aims to introduce a critical approach to the central concepts and practices that have influenced major interventions and initiatives in music teaching, and supports the development of new ways of looking at ideas around teaching and learning in music.
Accessible and comprehensive chapters will stimulate thinking and creativity in relation to theory and practice, and will facilitate readers in reaching their own informed judgements and rationalising their position with deep theoretical knowledge and understanding. Throughout the book, international experts in the field consider key issues including:
the justification for music in the school curriculum
partnerships in music education and the identity of the music teacher
technology and conceptions of musicianship
social justice and music education
the place of diverse musical genres and traditions in the music curriculum
critical thinking and music education
autonomy and integrity for music in cross-curricular work
the politics, sociology and philosophy of music education.
Debates in Music Teaching is for all student and practising teachers interested in furthering their understanding of the subject. Including carefully annotated further reading and reflective questions to help shape research and writing, this collection stimulates critical and creative thinking in relation to contemporary debates within music education.
Chris Philpott is Dean of the School of Education and Reader in Music Education, University of Greenwich, UK. Gary Spruce is Senior Lecturer in Education with responsibility for Music ITT, Open University, UK, and presently co-editor of The British Journal of Music Education.
Philosophical, Sociological and Psychological Foundations 1. What can reflective teachers learn from philosophies of music education? From Personal Philosophy to Critical Cultural Readership 2. Policy and Practice in Music Education: A Sociological Perspective 3. Creativity, Culture and the Practice of Music Education 4. The Justification for Music in the Curriculum: Music Can be Bad for You 5. What is Musical Development and Can Education Make a Difference? Political Perspectives 6. Music Education and Social Justice: Towards a Radical Political History and Vision 7. The National Curriculum as Manifest Destiny 8. Musical Ideologies, Practices and Pedagogies: Addressing Pupil Alienation through a Praxial Approach to the Music Curriculum The Pedagogy of Music 9. Integrity and Autonomy for Music in a Creative and Cross-Curriculum 10. Assessment for Self Directed Learning in Music Education 11. Those Who Can – Play; Those Who Can't – Use Music Tech? How Can Teachers Knock Down the Walls Between Music and Music Technology? 12. Musical Knowledge, Critical Conscious and Critical Thinking 13. Music 14-19: Choices, Challenges, and Opportunities 14. Partnerships in Music Education: So - Who is the Teacher? Professional Development 15. Teachers and Pupils as Researchers: Methods for Researching School Music 16. Professional Development and Music Education
| Erscheint lt. Verlag | 17.5.2012 |
|---|---|
| Reihe/Serie | Debates in Subject Teaching |
| Zusatzinfo | 7 Tables, black and white; 13 Line drawings, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 440 g |
| Themenwelt | Kunst / Musik / Theater ► Musik |
| Schulbuch / Wörterbuch | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II | |
| ISBN-10 | 0-415-59762-5 / 0415597625 |
| ISBN-13 | 978-0-415-59762-3 / 9780415597623 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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