Music Education for Changing Times: Guiding Visions for Practice

ISBN-13: 9789048126996 / Angielski / Twarda / 2009 / 214 str.

Thomas A. Regelski;J. Terry Gates

Opis

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.

Recenzje

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)

Spis treści

AUTHORS PREFACE INTRODUCTION J. Terry Gates – Grounding music education in changing times ACTION FOR CHANGE IN MUSIC EDUCATION (MayDay Group 1997) PART ONE: Musicianship Introduction [1aa] 1. Wayne D. Bowman – No One True Way: Music education without redemptive truth 2. Roger Johnson - Critically reflective musicianship PART TWO: Culture and Society Introduction 3. Marie McCarthy – Re-thinking 'music' in the context of education 4. David Hebert – Musicianship, musical identity: Meaning as embodied practice PART THREE: Leadership Introduction 5. Elizabeth Gould – Dis-orientations of desire: Music education queer 6. J. Scott Goble - Pragmatism, music's import, and music teachers as change agents PART FOUR: Institutions Introduction 7. Julia Eklund Koza – Listening for whiteness: Hearing racial politics in undergraduate school music 8. Daniel Cavicchi – My music, their music, and the irrelevance of music education PART FIVE: Interdisciplinarity Introduction 9. John Shepherd - Breaking through our own barriers 10. Anthony J. Palmer – Becoming intellectually fearless PART SIX: Research and theory Introduction 11. Richard Colwell – An expanded research agenda for music education 12. Graham F. Welch - Ecological validity and impact: key challenges for music education research PART SEVEN: Curriculum Introduction 13. David J. Elliott – Curriculum as professional action 14. Sandra Stauffer – Placing curriculum in music CONCLUSION Thomas A. Regelski - An end is a beginning AUTHOR INDEX SUBJECT INDEX