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Preface | p. ix |
Contributors | p. xi |
The Historical Contexts of Music Education | p. 1 |
Introduction | p. 1 |
Music Education in the First Half of the 20th Century | p. 2 |
Federal Education Policy and Music Education: 1950 to Present | p. 4 |
Equity Issues in Music Education: 1950 to Present | p. 12 |
Summary | p. 19 |
Suggested Readings | p. 21 |
Music as Sociocultural Phenomenon: Interactions with Music Education | p. 23 |
Introduction | p. 23 |
Sociology in Education, Music, and Music Education | p. 24 |
Formalism: Functionalist (Durkheim) and Rationalized (Weber) | p. 26 |
Critical theory, the Frankfurt School, and Critical Pedagogy | p. 27 |
Interaction Theories in Music Education | p. 28 |
Social Justice: Interactions with Webs of Difference | p. 29 |
Technology Transforming Music Education | p. 34 |
Summary | p. 36 |
Suggested Readings | p. 38 |
Philosophical Perspectives of Music Education | p. 39 |
Introduction | p. 39 |
Philosophy and Education | p. 40 |
Aesthetic Philosophy | p. 43 |
Philosophical Rationales for Music in the Schools | p. 49 |
Conclusion | p. 59 |
Suggested Readings | p. 60 |
Meaning and Experience: The Musical Learner | p. 61 |
Introduction | p. 61 |
Musical Meaning and Embodiment | p. 62 |
Processing Experience: Cognitive Structures and | |
Connections | p. 67 |
The "Creating" Mind: Constructing and Interpreting Music | p. 72 |
Key Issues in Music Learning | p. 77 |
Meaningful Engagement in Music Teaching and Learning | p. 84 |
Suggested Readings | p. 86 |
The Learner in Community | p. 87 |
Introduction | p. 87 |
The Community of Learners | p. 87 |
Learning Strategies in Community | p. 95 |
Communities of Music Learning | p. 104 |
Summary | p. 110 |
Suggested Readings | p. 112 |
Music Learning and Musical Development | p. 113 |
Introduction | p. 113 |
Key Issues in Musical Development | p. 114 |
General Theories of Development and Musical Applications | p. 118 |
Pathways and Patterns of Musical Development | p. 125 |
Developmental Characteristics of Music Learners | p. 133 |
Summary: On Being and Becoming Musical | p. 140 |
Suggested Readings | p. 142 |
Curriculum | p. 143 |
Introduction | p. 143 |
Scientific and Technical Rationality | p. 148 |
Curriculum Reconceptualized | p. 155 |
"Multicultural" Curriculum | p. 159 |
Some Concluding Remarks | p. 164 |
Suggested Readings | p. 166 |
Assessing Music Learning | p. 167 |
Introduction | p. 167 |
Characteristics of Assessment Tools | p. 171 |
Assessing the Outcomes of Music Instruction | p. 175 |
Alternative Approaches to the Assessment of the Outcomes of Music Instruction | p. 178 |
Standardized Testing in Music | p. 187 |
State and National Assessments of Achievement in Music Education | p. 189 |
Evaluating School Music Programs | p. 190 |
Conclusion | p. 191 |
Suggested Readings | p. 193 |
Methods and Approaches | p. 194 |
Introduction | p. 194 |
What is a Method? | p. 195 |
Emile Jacques-Dalcroze | p. 196 |
Kodaly | p. 198 |
CarlOrff | p. 201 |
Shinichi Suzuki | p. 204 |
Edwin Gordon | p. 208 |
General Issues and Lingering Thoughts | p. 211 |
Suggested Readings | p. 214 |
Choosing Music Literature | p. 215 |
Randall Everett Allsup Introduction | p. 215 |
The Problems of Tradition | p. 216 |
The Problems of Change | p. 221 |
Teacher Judgment | p. 227 |
Summary | p. 233 |
Suggested Readings | p. 235 |
Music Education Technology | p. 236 |
Introduction | p. 236 |
Technology in the Music Classroom | p. 236 |
Classroom Environments | p. 239 |
Computer-Aided Instruction | p. 243 |
Music Production Software | p. 248 |
New Instruments | p. 252 |
New Media-New Directions | p. 255 |
Conclusion | p. 256 |
Suggested Readings | p. 258 |
Issues Facing Music Teacher Education in the 21st Century: Developing Leaders in the Field | p. 259 |
Introduction | p. 259 |
Music Teacher Education Research Context | p. 260 |
Music Teacher Education Policy Context | p. 262 |
Recruitment of Music Education Majors into the Preservice Program | p. 262 |
General Issues in Music Teacher Education Curriculum | p. 263 |
Supporting Beginning Music Teachers | p. 268 |
Conclusion | p. 274 |
Suggested Readings | p. 275 |
The Inquiring Music Teacher | p. 276 |
Introduction | p. 276 |
Sources of Research in Music Education | p. 278 |
Approaches to Research Methods | p. 280 |
Quantitative Approaches to Research | p. 282 |
Historical Research | p. 290 |
Qualitative Research | p. 291 |
Action Research and Teachers as Researchers | p. 299 |
Summary | p. 300 |
Suggested Readings | p. 302 |
Framing a Professional Life: Music Teacher Development through Collaboration and Leadership | p. 303 |
Introduction | p. 303 |
International Opportunities for Professional Development | p. 308 |
Envisioning a Career Path | p. 309 |
Advocating and Initiating Change: Providing Leadership | p. 309 |
Conclusion | p. 317 |
Suggested Readings | p. 319 |
References | p. 321 |
Index | p. 351 |
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