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Critical Issues in Music Education Contemporary Theory and Practice,9780195388152
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Critical Issues in Music Education Contemporary Theory and Practice



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Oxford University Press
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Critical Issues in Music Education: Contemporary Theory and Practice examines the rich and challenging complexities of music teaching and learning from a variety of perspectives. With individual expertise in fields including assessment, philosophical foundations, technology, mentoring, critical theory, and musical development, the contributing authors are graduates or faculty at the highly regarded Teachers College of Columbia University. In this text, they link current educational theory to pedagogical inquiry of current educational practice, calling for teachers to critically reflect on such professional activities as lesson planning, curriculum design, repertoire choice, and student evaluation. Designed for upper-level undergraduate and introductory graduate courses, Critical Issues in Music Education provides beginning music educators with comprehensive grounding in research-based practice. It also gives more experienced teachers new lenses to help them innovate, interpret, and lead in their profession. FEATURES DT Links theory to teaching practice through a variety of perspectives DT Traces the historical, philosophical, and social underpinnings of current beliefs, theories, and practices DT Suggests reflective tools and professional development strategies for music teachers DT Includes discussion starters, project ideas, and suggested readings at the end of each chapter

Author Biography

Harold F. Abeles is Professor of Music and Music Education at Teachers College, Columbia University. He is Co-Director of the Center for Arts Education Research and has served on the editorial boards of several journals including Journal of Research in Music Education, Psychomusicology, Dialogue in Instrumental Music Education, and Update. He has also coauthored the Foundations of Music Education.
Lori A. Custodero is Associate Professor and Coordinator of the Program in Music and Music Education at Teachers College, Columbia University. She has published numerous articles in Journal of Research in Music Education, Journal of Aesthetic Education, Music Education Research, British Journal of Music Education, and Applied Developmental Psychology.

Table of Contents

Prefacep. ix
Contributorsp. xi
The Historical Contexts of Music Educationp. 1
Introductionp. 1
Music Education in the First Half of the 20th Centuryp. 2
Federal Education Policy and Music Education: 1950 to Presentp. 4
Equity Issues in Music Education: 1950 to Presentp. 12
Summaryp. 19
Suggested Readingsp. 21
Music as Sociocultural Phenomenon: Interactions with Music Educationp. 23
Introductionp. 23
Sociology in Education, Music, and Music Educationp. 24
Formalism: Functionalist (Durkheim) and Rationalized (Weber)p. 26
Critical theory, the Frankfurt School, and Critical Pedagogyp. 27
Interaction Theories in Music Educationp. 28
Social Justice: Interactions with Webs of Differencep. 29
Technology Transforming Music Educationp. 34
Summaryp. 36
Suggested Readingsp. 38
Philosophical Perspectives of Music Educationp. 39
Introductionp. 39
Philosophy and Educationp. 40
Aesthetic Philosophyp. 43
Philosophical Rationales for Music in the Schoolsp. 49
Conclusionp. 59
Suggested Readingsp. 60
Meaning and Experience: The Musical Learnerp. 61
Introductionp. 61
Musical Meaning and Embodimentp. 62
Processing Experience: Cognitive Structures and
Connectionsp. 67
The "Creating" Mind: Constructing and Interpreting Musicp. 72
Key Issues in Music Learningp. 77
Meaningful Engagement in Music Teaching and Learningp. 84
Suggested Readingsp. 86
The Learner in Communityp. 87
Introductionp. 87
The Community of Learnersp. 87
Learning Strategies in Communityp. 95
Communities of Music Learningp. 104
Summaryp. 110
Suggested Readingsp. 112
Music Learning and Musical Developmentp. 113
Introductionp. 113
Key Issues in Musical Developmentp. 114
General Theories of Development and Musical Applicationsp. 118
Pathways and Patterns of Musical Developmentp. 125
Developmental Characteristics of Music Learnersp. 133
Summary: On Being and Becoming Musicalp. 140
Suggested Readingsp. 142
Curriculump. 143
Introductionp. 143
Scientific and Technical Rationalityp. 148
Curriculum Reconceptualizedp. 155
"Multicultural" Curriculump. 159
Some Concluding Remarksp. 164
Suggested Readingsp. 166
Assessing Music Learningp. 167
Introductionp. 167
Characteristics of Assessment Toolsp. 171
Assessing the Outcomes of Music Instructionp. 175
Alternative Approaches to the Assessment of the Outcomes of Music Instructionp. 178
Standardized Testing in Musicp. 187
State and National Assessments of Achievement in Music Educationp. 189
Evaluating School Music Programsp. 190
Conclusionp. 191
Suggested Readingsp. 193
Methods and Approachesp. 194
Introductionp. 194
What is a Method?p. 195
Emile Jacques-Dalcrozep. 196
Kodalyp. 198
CarlOrffp. 201
Shinichi Suzukip. 204
Edwin Gordonp. 208
General Issues and Lingering Thoughtsp. 211
Suggested Readingsp. 214
Choosing Music Literaturep. 215
Randall Everett Allsup Introductionp. 215
The Problems of Traditionp. 216
The Problems of Changep. 221
Teacher Judgmentp. 227
Summaryp. 233
Suggested Readingsp. 235
Music Education Technologyp. 236
Introductionp. 236
Technology in the Music Classroomp. 236
Classroom Environmentsp. 239
Computer-Aided Instructionp. 243
Music Production Softwarep. 248
New Instrumentsp. 252
New Media-New Directionsp. 255
Conclusionp. 256
Suggested Readingsp. 258
Issues Facing Music Teacher Education in the 21st Century: Developing Leaders in the Fieldp. 259
Introductionp. 259
Music Teacher Education Research Contextp. 260
Music Teacher Education Policy Contextp. 262
Recruitment of Music Education Majors into the Preservice Programp. 262
General Issues in Music Teacher Education Curriculump. 263
Supporting Beginning Music Teachersp. 268
Conclusionp. 274
Suggested Readingsp. 275
The Inquiring Music Teacherp. 276
Introductionp. 276
Sources of Research in Music Educationp. 278
Approaches to Research Methodsp. 280
Quantitative Approaches to Researchp. 282
Historical Researchp. 290
Qualitative Researchp. 291
Action Research and Teachers as Researchersp. 299
Summaryp. 300
Suggested Readingsp. 302
Framing a Professional Life: Music Teacher Development through Collaboration and Leadershipp. 303
Introductionp. 303
International Opportunities for Professional Developmentp. 308
Envisioning a Career Pathp. 309
Advocating and Initiating Change: Providing Leadershipp. 309
Conclusionp. 317
Suggested Readingsp. 319
Referencesp. 321
Indexp. 351
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