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| a philosophy of music education: The Oxford Handbook of Philosophy in Music Education Wayne D. Bowman, Ana Lucía Frega, 2012-05-25 In The Oxford Handbook of Philosophy in Music Education, editors Wayne D. Bowman and Ana Lucia Frega have drawn together a variety of philosophical perspectives from the profession's most exciting scholars from all over the world. Rather than relegating philosophical inquiry to moot questions and abstract situations, the contributors to this volume address everyday concerns faced by music educators everywhere. Emphasizing clarity, fairness, rigour, and utility above all, The Oxford Handbook of Philosophy in Music Education will challenge music educators all over the world to make their own decisions and ultimately contribute to the conversation themselves. |
| a philosophy of music education: Music Matters David James Elliott, Professor of Music and Music Education David J Elliott, 1995 The author constructs a new concept of music education, one designed to stimulate, guide, and support the efforts of pre-service and practicing music teachers as they tackle the many theoretical and practical issues involved in music education. He provides rigorous reflections on the why, what, and how of music teaching and learning that serve as catalysts for critical thinking and individual-philosophy building. |
| a philosophy of music education: Music Matters David James Elliott, Marissa Silverman, 2014 Why is music significant in life and education? What shall we teach? How? To whom? Where and when? The praxial philosophy espoused in Music Matters: A Philosophy of Music Education offers an integrated sociocultural, artistic, participatory, and ethics-based concept of the natures and values of musics, education, musicing and listening, community music, musical understanding, musical emotions, creativity, and more. Embodied-enactive concepts of action, perception, and personhood weave through the book's proposals. Practical principles for curriculum and instruction emerge from the authors' praxial themes. |
| a philosophy of music education: Praxial Music Education David J Elliot, 2009-01-06 Praxial Music Education is a collection of essays by nineteen internationally recognized scholars in music education. Each essay offers critical reflections on a key topic in contemporary music education. The starting point of each essay, and the unifying thread of this collection, is the praxial philosophy of music education explained in Elliott's Music Matters: A New Philosophy of Music Education (OUP, 1995). This philosophy argues for a socially and artistically grounded concept of music and music education, challenging the field's traditional absolutist foundations. Praxial Music Education is both a critical companion to Music Matters, and an independent text on contemporary issues in music education. Among the themes discussed are multicultural music education, the nature of musical understanding, early childhood music education, the nature and teaching of music listening, music curriculum development, and musical creativity. Praxial music education is a living theory. This unique collection will not only enrich discussions that already use Music Matters as their core, but will globalize current discussions and applications of the praxial philosophy and emphasize the positive and practical values of collaborative efforts in music education. |
| a philosophy of music education: Seeking the Significance of Music Education Bennett Reimer, 2009-06-16 Noted music educator Bennett Reimer has selected 24 of his previously published articles from a variety of professional journals spanning the past 50 years. During that time, he's tackled: -generating core values for the field of music education; -the core in larger societal and educational contexts; -what to teach and how to teach it effectively; -how we need to educate our teachers; -the role of research in our profession; and -how to improve our future status. Reimer precedes each essay with background reflections and his position, both professional and personal, on effectively addressing the issue at hand. The opening 'Letter to the Reader' presents a valuable overview based on his deeply grounded viewpoint. The entire music education profession will benefit from Reimer's perspective on past, present, and future concerns central to the functioning of music education in Seeking the Significance of Music Education: Essays and Reflections. |
| a philosophy of music education: A Way of Music Education C. Victor Fung, 2018 Moving back through Dewey, Heidegger, Nietzsche, and Rousseau, the lineage of Western music education finds its origins in Plato and Pythagoras. Yet theories not rooted in the ancient Greek tradition are all but absent. A Way of Music Education provides a much-needed intervention, integrating ancient Chinese thought into the canon of music education in a structured, systematized, and philosophical way. The book's three central sources - the Yijing (The Book of Changes), Confucianism, and Daoism - inform author C. Victor Fung's argument: that the human being exists as an entity at the center of an organismic world in which all things and events, including music and music education, are connected. Fung ultimately proposes a new educational philosophy based on three key ideas in Chinese thought: change, balance, and liberation. A unique work, A Way of Music Education offers a universal approach engrained in a specific and ancient cultural tradition. |
| a philosophy of music education: Pictures of Music Education Estelle R. Jorgensen, 2011-05-23 Estelle R. Jorgensen's latest work is an exploratory look into the ways we practice and represent music education through the metaphors and models that appear in everyday life. These metaphors and models serve as entry points into a deeper understanding of music education that moves beyond literal ways of thinking and doing and allows for a more creative embodiment of musical thought. Seeing the reader as a partner in the creation of meaning, Jorgensen intends for this book to be experienced by, rather than dictated to, the reader. Jorgensen's hope is that the intersections of art and philosophy, and metaphor and model can provide a richer and more imaginative view of music education. |
| a philosophy of music education: A Philosophy of Music Education Bennett Reimer, 1989 |
| a philosophy of music education: In Search of Music Education Estelle Ruth Jorgensen, 1997 What is music education, and what ought it to be? By challenging narrow and inadequate conceptions of the field, Estelle Jorgensen raises the possibility of alternative views that can dignify the teacher's task, enrich and enliven the profession, and validate an exciting range of additional ways in which music education can be undertaken in the contemporary world. One of the most respected leaders in music education, Jorgensen emphasizes world music and ethnomusicology as equal partners alongside the more conventional sounds and styles that have dominated the classroom. Exemplifying sound scholarship, thorough research, and compelling argument, In Search of Music Education will be especially welcome wherever teachers strive to deal with requirements for responsible music education. |
| a philosophy of music education: A Concise Survey of Music Philosophy Donald A. Hodges, 2016-10-04 A Concise Survey of Music Philosophy helps music students choose a philosophy that will guide them throughout their careers. The book is divided into three sections: central issues that any music philosophy ought to consider (e.g., beauty, emotion, and aesthetics); secondly, significant philosophical positions, exploring what major thinkers have had to say on the subject; and finally, opportunities for students to consider the ramifications of these ideas for themselves. Throughout the book, students are encouraged to make choices that will inform a philosophy of music and music education with which they are most comfortable to align. Frequently, music philosophy courses are taught in such a way that the teacher, as well as the textbook used, promotes a particular viewpoint. A Concise Survey of Music Philosophy presents the most current, prevalent philosophies for consideration. Students think through different issues and consider practical applications. There are numerous musical examples, each with links from the author’s home website to online video performances. Examples are largely from the Western classical canon, but also jazz, popular, and world music styles. In the last two chapters, students apply their views to practical situations and learn the differences between philosophy and advocacy. Hodges has written an excellent resource for those wanting a short—but meaningful—introduction to the major concepts in music philosophy. Applicable to a number of courses in the music curriculum, this much-needed book is both accessible and flexible, containing musical examples, tables and diagrams, and additional readings that make it particularly useful for a student's general introduction to the topic. I especially like the emphasis on the personal development of a philosophical position, which makes the material especially meaningful for the student of music. —Peter R. Webster, Scholar-in-Residence, Thornton School of Music, University of Southern California, USA |
| a philosophy of music education: Remixing the Classroom Randall Everett Allsup, 2016-06-27 In a delightfully self-conscious philosophical mash-up, Randall Everett Allsup provides alternatives for the traditional master-apprentice teaching model that has characterized music education. By providing examples across the arts and humanities, Allsup promotes a vision of education that is open, changing, and adventurous at heart. He contends that the imperative of growth at the core of all teaching and learning relationships is made richer, though less certain, when it is fused with a student's self-initiated quest. In this way, the formal study of music turns from an education in teacher-directed craft and moves into much larger and more complicated fields of exploration. Through vivid stories and evocative prose, Randall Everett Allsup advocates for an open, quest-driven teaching model that has repercussions for music education and the humanities more generally. |
| a philosophy of music education: Foundations of Music Education Harold F. Abeles, Charles R. Hoffer, Robert H. Klotman, 1994 Preface. Introduction: Why Study Foundations of Music Education? 1. History of Music Education. 2. Philosopbical Foundations of Music Education. 3. The Musical and Aesthetic Foundations of Music Education. 4. The Role and Purpose of Music in American Education. 5. Sociological Foundations of Music Education. 6. Social Psychological Foundations of Music Education. 7. Psychological Foundations of Music Education. 8. Application of Psychology to Music Teaching. 9. Curriculum. 10. Assessing Musical Behaviors. 11. Research and Music Education. 12. Teacher Education and Future Directions. Index. |
| a philosophy of music education: A History of Music Education in the United States James A. Keene, 2009 Keene provides a detailed account of music instruction in colonial and nationalized America from the 1600s to the end of the 1960s. (Music) |
| a philosophy of music education: Curriculum Philosophy and Theory for Music Education Praxis Thomas A. Regelski, 2021 Basics of Curriculum -- Traditional Philosophical Foundations of Curriculum -- Twentieth-Century Philosophical Foundations of Curriculum -- Contemporary Perspectives for Curriculum Theory. -- Curriculum Models from Educational Theory -- Curriculum as and for Music as Praxis. |
| a philosophy of music education: A Brief Introduction to A Philosophy of Music and Music Education as Social Praxis Thomas A. Regelski, 2015-12-07 Music and Music Education as Social Praxis is a brief introduction to a praxial theory of music education, defined by author. It is grounded in an interdisciplinary approach, for undergraduate and graduate students in music education. Drawing upon scholarship from a range of disciplines, including philosophy and sociology, the book emphasizes and highlights thinking of music as an active social practice and offers an alternative to existing approaches to music education. This text advocates for an alternative approach to teaching music, rooted in the social practice of music, and will supplement Foundations or Methods courses in the Music Education curriculum. |
| a philosophy of music education: Transforming Music Education Estelle R. Jorgensen, 2003 Examines the reasons why music education should be transformed and suggests alternative educational modles and strategies__ |
| a philosophy of music education: Rethinking Music Education and Social Change Alexandra Kertz-Welzel, 2021 Introduction -- The arts and social change -- The power of utopian thinking -- Transforming society -- Music education and utopia -- Conclusion. |
| a philosophy of music education: Values and Music Education Estelle R. Jorgensen, 2021-11-09 What values should form the foundation of music education? And once we decide on those values, how do we ensure we are acting on them? In Values and Music Education, esteemed author Estelle R. Jorgensen explores how values apply to the practice of music education. We may declare values, but they can be hard to see in action. Jorgensen examines nine quartets of related values and offers readers a roadmap for thinking constructively and critically about the values they hold. In doing so, she takes a broad view of both music and education while drawing on a wide sweep of multidisciplinary literature. Not only does Jorgensen demonstrate an analytical and dialectical philosophical approach to examining values, but she also seeks to show how theoretical and practical issues are interconnected. An important addition to the field of music education, Values and Music Education highlights values that have been forgotten or marginalized, underscores those that seem perennial, and illustrates how values can be double-edged swords. |
| a philosophy of music education: Inquiry in Music Education Carol Frierson-Campbell, Hildegard C. Froehlich, 2022-03-17 Inquiry in Music Education: Concepts and Methods for the Beginning Researcher, Second Edition, introduces research and scholarship in music education as an ongoing spiral of inquiry. Exploring research conventions that are applicable beyond music to the other arts and humanities as well, it offers a sequential approach to topic formulation, information literacy, reading and evaluating research studies, and planning and conducting original studies within accepted guidelines. Following the legacy begun by Edward Rainbow and Hildegard C. Froehlich, this book expands what is meant by music education and research, teaching tangible skills for music educators with diverse instructional goals and career aspirations. The second edition addresses the changes in methods due to technological advances, a proliferation of new scholarship, and an awareness of the impact of place and culture on researchers and research participants. This edition features: the most current information on research tools, strategies to remain up-to-date, and expanded supplemental online materials (see inquiryinmusiceducation.com) case studies that reflect recent research and discuss issues of gender, race, and culture previously absent from mainstream scholarship an acknowledgment of the assessment demands of contemporary K-12 schooling a chapter devoted to mixed methods, arts-based, and practitioner inquiry assignments and other resources designed to be friendly for online course delivery chapters from contributing authors Debbie Rohwer and Marie McCarthy, bringing additional depth and perspective. Inquiry in Music Education provides students with the language, skills, and protocols necessary to succeed in today’s competitive markets of grant writing, arts advocacy, and public outreach as contributing members of the community of music educators. |
| a philosophy of music education: A Brief Introduction to A Philosophy of Music and Music Education as Social Praxis Thomas A. Regelski, 2015-12-07 Music and Music Education as Social Praxis is a brief introduction to a praxial theory of music education, defined by author. It is grounded in an interdisciplinary approach, for undergraduate and graduate students in music education. Drawing upon scholarship from a range of disciplines, including philosophy and sociology, the book emphasizes and highlights thinking of music as an active social practice and offers an alternative to existing approaches to music education. This text advocates for an alternative approach to teaching music, rooted in the social practice of music, and will supplement Foundations or Methods courses in the Music Education curriculum. |
| a philosophy of music education: Music, Education, and Multiculturalism Terese M. Volk, 2004-10-14 Beginning with a discussion of the philosophical underpinnings of multiculturalism in education and in music education, this book traces the growth and development of multicultural music education. |
| a philosophy of music education: A Different Paradigm in Music Education David A Williams, 2019-03-13 A Different Paradigm in Music Education is a let’s consider some possibilities book. Instead of a music methods book, it is a look at where the music education profession is and how music teachers might improve what it is we do. It is about change. It is about questioning the current music education paradigm, especially regarding its exclusive role as the only model. The intent is to help pre-service and in-service music educators consider new modes of pedagogical thought that will allow us to broaden our reach in schools and better help students develop as creative musicians across their lifespan. The book includes an overview of several opportunities and course examples that would make music education more relevant and meaningful, especially for students that are not interested in our traditional performance offerings. The author wishes to stimulate discussions, with the goal for the music education profession to grow and mature. |
| a philosophy of music education: Advances in Social-psychology and Music Education Research Patrice Madura Ward-Steinman, Charles P. Schmidt, 2011 A festschrift that honors the career of Charles P Schmidt on the occasion of his retirement from the Indiana University Jacobs School of Music. It includes chapters that recognize the influence of Schmidt as a researcher, a research reviewer, and a research mentor, and contributes to the advancement of the social-psychological model.--Publisher. |
| a philosophy of music education: Alternative Approaches in Music Education Ann C. Clements, 2010-10-16 Explore the creative ways music educators across the country are approaching emerging practices in music teaching and learning. Outlined in twenty-five unique case studies, each program offers a new perspective on music teaching and learning, often falling outside the standard music education curriculum. Find innovative ideas and models of successful practice to incorporate into your teaching, whether in school, university, or community settings. Close the gap between music inside and outside the music classroom and spark student interest. The diversity of these real-world case studies will inspire questioning and curiosity, stimulate lively discussion and innovation, and provide much food for thought. Designed for music teachers, preservice music education students, and music education faculty, this project was supported by Society for Music Teacher Education's (SMTE) Areas of Strategic Planning and Action on Critical Examination of the Curriculum, which will receive a portion of the proceeds. |
| a philosophy of music education: Debates in Music Teaching Chris Philpott, Gary Spruce, 2012-07-26 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. |
| a philosophy of music education: What's So Important about Music Education? J. Scott Goble, 2010 Whatâe(tm)s So Important About Music Education? presents a new philosophy of music education for the United States, rooted in history and current perspectives from ethnomusicology. J. Scott Goble explores the societal effects of the nation's foundations in democracy and capitalism, the constitutional separation of church and state, and the rise of recording, broadcast, and computer technologies. He shows how these and other factors have brought about changes in the ways music teachers and concerned others have conceptualized music and its importance in education. In demonstrating how many of the personal and societal benefits of musical engagement have come to be obscured in the nationâe(tm)s increasingly diverse public forum, Goble argues for the importance of musical engagement in human life and for the importance of music in education. An ideal text for courses in music education foundations, the book concludes with recommendations for teaching the musical practices of the nation's cultural communities in schools in terms of their respective cultural meanings. |
| a philosophy of music education: Eco-Literate Music Pedagogy Daniel Shevock, 2017-07-20 Eco-Literate Music Pedagogy examines the capacity of musiciking to cultivate ecological literacy, approaching eco-literate music pedagogy through philosophical and autoethnographical lenses. Building on the principle that music contributes uniquely to human ecological thinking, this volume tracks the course of eco-literate music pedagogy while guiding the discussion forward: What does it mean to embrace the impulse to teach music for ecological literacy? What is it like to theorize eco-literate music pedagogy? What is learned through enacting this pedagogy? How do the impulsion, the theorizing, and the enacting relate to one another? Music education for ecological consciousness is experienced in local places, and this study explores the theory underlying eco-literate music pedagogy in juxtaposition with the author’s personal experiences. The work arrives at a new philosophy for music education: a spiritual praxis rooted in soil communities, one informed by ecology’s intrinsic value for non-human being and musicking. Eco-Literate Music Pedagogy adds to the emerging body of music education literature considering ecological and environmental issues. |
| a philosophy of music education: The Oxford Handbook of Social Justice in Music Education Cathy Benedict, Patrick K. Schmidt, Gary Spruce, Paul Woodford, 2015 The Oxford Handbook of Social Justice in Music Education provides a comprehensive overview and scholarly analyses of challenges relating to social justice in musical and educational practice worldwide, and provides practical suggestions that should result in more equitable and humane learning opportunities for students of all ages. |
| a philosophy of music education: Case Studies in Music Education Frank Abrahams, Paul D. Head, 2005 This book is about making the journey as a music teacher, about the critical real-world problems and conflicts music teachers face that rarely seem to get any notice in college or graduate school music courses. How should a music teacher balance learning and performing? What is the best way to handle an angry parent? What are the consequences of the grades teachers assign? What are the best ways to discipline students? How should teachers relate to the administrators and to other teachers? What if the school is breaking copyright laws? These are just a few of the issues covered in this book. The emphasis here is not on the solution, but on the process. There are many viable approaches to nearly every obstacle, but before any meaningful long-term solutions can be made, teachers must identify their own personal philosophy of music education and recognize those traits that are admirable in another's style. This book is one that will engage you and help you become a more effective music teacher. |
| a philosophy of music education: Complicating, Considering, and Connecting Music Education Lauren K. Richerme, 2020-05-05 In Complicating, Considering, and Connecting Music Education, Lauren Kapalka Richerme proposes a poststructuralist-inspired philosophy of music education. Complicating current conceptions of self, other, and place, Richerme emphasizes the embodied, emotional, and social aspects of humanity. She also examines intersections between local and global music making. Next, Richerme explores the ethical implications of considering multiple viewpoints and imagining who music makers might become. Ultimately, she offers that music education is good for facilitating differing connections with one's self and multiple environments. Throughout the text, she also integrates the writings of Gilles Deleuze and Félix Guattari with narrative philosophy and personal narratives. By highlighting the processes of complicating, considering, and connecting, Richerme challenges the standardization and career-centric rationales that ground contemporary music education policy and practice to better welcome diversity. |
| a philosophy of music education: Prelude to Music Education Joanne H. Erwin, 2003 Unique in its practical approach to music education, this introduction covers the broad scope of the profession integrating musicianship, scholarship and pedagogy. It includes practical approaches to different music class situations with lesson plans that include the national standards and features scenarios of school teaching to assist readers in looking at teaching through the teacher's eyes. The authors examine qualities of the effective music teacher, developing tools for teaching, general music in the elementary and secondary schools, band programs and performances, string education, choral music, multicultural music education and developing a philosophy of music education. For music educators and others interested in musical education. |
| a philosophy of music education: The Art of Teaching Music Estelle R. Jorgensen, 2008-03-19 Opens a conversation about the life and work of the music teacher. The author regards music teaching as interrelated with the rest of lived life, and her themes encompass pedagogical skills as well as matters of character, disposition, value, personality, and musicality. She urges music teachers to think and act artfully. |
| a philosophy of music education: Policy and the Political Life of Music Education Patrick K. Schmidt, Richard Colwell, 2017 Policy and the Political Life of Music Education is the first book of its kind in the field of Music Education. It offers a far-reaching and innovative outlook, bringing together expert voices who provide a multifaceted and global set of insights into a critical arena for action today: policy. On one hand, the book helps the novice to make sense of what policy is, how it functions, and how it is discussed in various parts of the world; while on the other, it offers the experienced educator a set of critically written analyses that outline the state of the play of music education policy thinking. As policy participation remains largely underexplored in music education, the book helps to clarify to teachers how policy thinking does shape educational action and directly influences the nature, extent, and impact of our programs. The goal is to help readers understand the complexities of policy and to become better skilled in how to think, speak, and act in policy terms. The book provides new ways to understand and therefore imagine policy, approximating it to the lives of educators and highlighting its importance and impact. This is an essential read for anyone interested in change and how to better understand decision-making within music and education. Finally, this book, while aimed at the growth of music educators' knowledge-base regarding policy, also fosters 'open thinking' regarding policy as subject, helping educators straddling arts and education to recognize that policy thinking can offer creative designs for educational change. |
| a philosophy of music education: Music, Education, and Religion Alexis Anja Kallio, Philip Alperson, Heidi Westerlund, 2019-09-20 Music, Education, and Religion: Intersections and Entanglements explores the critical role that religion can play in formal and informal music education. As in broader educational studies, research in music education has tended to sidestep the religious dimensions of teaching and learning, often reflecting common assumptions of secularity in contemporary schooling in many parts of the world. This book considers the ways in which the forces of religion and belief construct and complicate the values and practices of music education—including teacher education, curriculum texts, and teaching repertoires. The contributors to this volume embrace a range of perspectives from a variety of disciplines, examining religious, agnostic, skeptical, and atheistic points of view. Music, Education, and Religion is a valuable resource for all music teachers and scholars in related fields, interrogating the sociocultural and epistemological underpinnings of music repertoires and global educational practices. |
| a philosophy of music education: Teaching Music in the Twenty-first Century Lois Choksy, 2001 For any undergraduate/graduate-level course in Music Education. Unique in both content and approach, this text offers a single-volume authoritative comparison of the four most popular music education methods used in North America--Jacques-Dalcroze, Kodály, Orff, and Comprehensive Musicianship. Its in-depth examination of the methods and underlying philosophies of each method--and its suggested lessons for each method at each grade level--will help students make educated curricular choices among methods. |
| a philosophy of music education: The Oxford Handbook of Music Education, Volume 1 Gary E. McPherson, Graham F. Welch, 2012-09-13 The two volumes of The Oxford Handbook of Music Education offer a comprehensive overview of the many facets of musical experience, behavior and development in relation to the diverse variety of educational contexts in which they occur. In these volumes, an international list of contributors update and redefine the discipline through fresh and innovative principles and approaches to music learning and teaching. |
| a philosophy of music education: A History of American Music Education Michael L. Mark, Charles L. Gary, 2007 Co-published by MENC: The National Association for Music Education. A History of American Music Education covers the history of American music education, from its roots in Biblical times through recent historical events and trends. It describes the educational, philosophical, and sociological aspects of the subject, always putting it in the context of the history of the United States. It offers complete information on professional organizations, materials, techniques, and personalities in music education. |
| a philosophy of music education: The Handbook of Listening Debra L. Worthington, Graham D. Bodie, 2020-07-08 A unique academic reference dedicated to listening, featuring current research from leading scholars in the field The Handbook of Listening is the first cross-disciplinary academic reference on the subject, gathering the current body of scholarship on listening in one comprehensive volume. This landmark work brings together current and emerging research from across disciples to provide a broad overview of foundational concepts, methods, and theoretical issues central to the study of listening. The Handbook offers diverse perspectives on listening from researchers and practitioners in fields including architecture, linguistics, philosophy, audiology, psychology, and interpersonal communication. Detailed yet accessible chapters help readers understand how listening is conceptualized and analyzed in various disciplines, review the listening research of current scholars, and identify contemporary research trends and areas for future study. Organized into five parts, the Handbook begins by describing different methods for studying listening and examining the disciplinary foundations of the field. Chapters focus on teaching listening in different educational settings and discuss listening in a range of contexts. Filling a significant gap in listening literature, this book: Highlights the multidisciplinary nature of listening theory and research Features original chapters written by a team of international scholars and practitioners Provides concise summaries of current listening research and new work in the field Explores interpretive, physiological, phenomenological, and empirical approaches to the study of listening Discusses emerging perspectives on topics including performative listening and augmented reality An important contribution to listening research and scholarship, The Handbook of Listening is an essential resource for students, academics, and practitioners in the field of listening, particularly communication studies, as well as those involved in linguistics, language acquisition, and psychology. |
| a philosophy of music education: The Oxford Handbook of Technology and Music Education Alex Ruthmann, Roger Mantie, 2017 The Oxford Handbook of Technology and Music Education situates technology in relation to music education from perspectives: historical, philosophical, socio-cultural, pedagogical, musical, economic, and policy.Chapters from a diverse group of authors provide analyses of technology and music education through intersections of gender, theoretical perspective, geographical distribution, and relationship to the field. |
| a philosophy of music education: Teaching Performance: A Philosophy of Piano Pedagogy Jeffrey Swinkin, 2015 How can the studio teacher teach a lesson so as to instill refined artistic sensibilities, ones often thought to elude language? How can the applied lesson be a form of aesthetic education? How can teaching performance be an artistic endeavor in its own right? These are some of the questions Teaching Performance attempts to answer, drawing on the author's several decades of experience as a studio teacher and music scholar. The architects of absolute music (Hanslick, Schopenhauer, and others) held that it is precisely because instrumental music lacks language and thus any overt connection to the non-musical world that it is able to expose essential elements of that world. More particularly, for these philosophers, it is the density of musical structure--the intricate interplay among purely musical elements--that allows music to capture the essences behind appearances. By analogy, the author contends that the more structurally intricate and aesthetically nuanced a pedagogical system is, the greater its ability to illuminate music and facilitate musical skills. The author terms this phenomenon relational autonomy. Eight chapters unfold a piano-pedagogical system pivoting on the principle of relational autonomy. In grounding piano pedagogy in the aesthetics of absolute music, each domain works on the other. On the one hand, Romantic aesthetics affords pedagogy a source of artistic value in its own right. On the other hand, pedagogy concretizes Romantic aesthetics, deflating its transcendental pretentions and showing the dichotomy of absolute/utilitarian to be specious. . |
Eclecticism Philosophical Viewpoint of Education: A Teaching Music ...
Keywords: eclecticism, education, music philosophy, philosophical viewpoint, teaching 1. Introduction Philosophy of music is the study of ―fundamental questions about the nature of music and our experience of it (Kania, 2017).‖ The philosophical study of music has many connections with philosophical questions in metaphysics and aesthetics.
Action, Criticism & Theory for Music Education - ResearchGate
Action, Criticism, and Theory for Music Education 14(3) Elliott, David J., and Marissa Silverman. 2015. Response to commentaries on Music matters: A philosophy of music education, second edition ...
Aesthetic Music Education Revisited: Discourses of Exclusion
Reimer's A Philosophy of Music Education, published in 1989. Reimer has been a major player in the formulation of recent philosophical thought in music education. He describes aes-thetic music education, the philosophy with which he has come to be associated, as "the bedrock upon which our self concept as a profes-
Music as Knowledge Author(s): David J. Elliott Source: Journal of ...
As I argue elsewhere, the philosophy of music education as aesthetic education is severely flawed.3 Its central claims do not pass the test of criti- cal analysis. In short, music education's official doctrine fails to provide a reasonable explanation of …
The Routledge Companion to Philosophy and Music
PHILOSOPHY AND MUSIC The Routledge Companion to Philosophy and Music is an outstanding guide and reference source to the key topics, subjects, thinkers and debates in philosophy of ... 55 Psychology of music 603 ERIC CLARKE 56 Music education 614 PHILIP ALPERSON Index 624 CONTENTS. LIST OF FIGURES 3.1 Dave Brubeck, “Everybody’s …
a Method, an Approach, a Pedagogy, or a Philosophy?
Dr. Marja-Leena Juntunen (PhD, music education) is Professor of Music Education at the Sibelius Academy, University of the Arts Helsinki, Finland. She holds a Dalcroze Licence from ... can be viewed more as a music education philosophy, philosophic principle, or a philosophical-practical vision than a method. In my studies, I have approached ...
Carabo-Cone, Dalcroze, Kodály, and Orff Schulwerk Methods: An ...
16 Nov 2020 · Society of Music Education (PSME) Curriculum Guide, it is specified that the underlying philosophy of the music education program is essentially aesthetic education, intended at supporting the learner acquire a sensitivity to the expressive qualities of music, but also acknowledging the social, ethical,
Trinity Christian School Philosophy of Music Education
Philosophy of Music Education Music is basic to a truly Christian education. The Bible is filled with references to music. It establishes music making as an important part of worship for all Christians. The two-pronged goal of a Christ-centered music program should be to enable a child not only to participate in uplifting musical activities but ...
Doctor of Philosophy in Music Education (PhD) Description of ...
MUED 6450 Qualitative Research in Music Education (3 hours) MUED 6440 Systematic Measurement of Musical Behavior (3 hours) *prerequisites (MUED 5120: Applied Research in Music Education) MUED Electives: - 12 hours from the bank of courses beow l MUED 5101 Music in Special Education (3 hours) MUED 5100 Music Supervision (3 hours)
A TRANSCULTURAL THEORY OF THINKING FOR INSTRUMENTAL MUSIC EDUCATION …
154 philosophy of music education review 24:2 establishes a fi rm theoretical underpinning on which to rest practice for bands and orchestras in Asia and the West. In the three major sections that follow, I unpack Confucius’ and Dewey’s ideas in turn, and then synthesize the major
THE EFFECTIVENESS OF MUSIC EDUCATION IN IMPROVING …
Music education is a research field of study related to the teaching and learning of music. Among the early historical records about music in
Martin Luther and Music Education FINAL - Concordia University …
Luther’s philosophy of music education, and 2) a comparison of Luther’s philosophy of music education with Lutheran music education in America today, based on contemporary Lutheran philosophical writings, educational statistics and data from the Wisconsin Evangelical Lutheran Synod (WELS), and a contemporary Lutheran music curriculum.
The Sounds of Silence: Talking Race in Music Education - MayDay …
Philosophy of Music Education Review, 2(2), 75-91. Koza, J. E. (1994b). Getting a word in edgewise: A feminist critique of choral methods texts. The Quarterly: Journal of Music Teaching and Learning, 5(3), 68-77. Lamb, R. (1994b). Feminism as critique in philosophy of music education. Philosophy of music education review, 2(2), 59-74.
Toward a Framework for a New Philosophy of Music Education: …
In the domain of music education philosophy there are, at present, two foundational systems that purport to be self-contained philosophies of music education. These are music education as aesthetic education, often referred to as MEAE, espoused by Bennett Reimer, and the praxial philosophy of music education posited by David Elliott.
PHILOSOPHY OF MUSIC EDUCATION AND THE BURNOUT …
Philosophy of music education provides various concepts regarding the mean-ing, aims, challenges, and visions of music education. During the last three de-cades, authors such as Bennett Reimer, Estelle Jorgensen, and David Elliott have tried to establish philosophical foundations in order to justify music education
Music in the Educational Philosophy of Martin Luther - JSTOR
music as an introduction to his philosophy of musical aesthetics and 1 Paul Henry Lang, Music in Western Civilization (New York: W. W. Norton and Co., 1941), p. 122. 2 Ernest F. Livingstone, "The Place of Music in German Education from the Beginnings Through the 16th Century," Journal of Research in Music Education,
Philosophy of Music Education in a Slightly New Key - JSTOR
of this alternate interpretation of Langer to music education, to our high valuing of music, and to our judging relative merit in musical works. Parti Langer's expressionist philosophy of music was announced in Philosophy in a New Kef and developed (and extended to all the arts) in Feel-ing and Form, numerous articles (mostly collect-
Music Education and Cultural Identity
Blackwell Publishing, Ltd.Oxford, UKEEducational Philosophy and Theory0013-1857© 2005 Philosophy of Education Society of AustralasiaF371Original ArticleMusic Education and Cultural IdentityRobert A. DavisPATebruary 2005 Music Education and Cultural Identity R A. D University of Glasgow Abstract
A Look Ahead: Music Education from 2020 to 2050
Vision 2020 offered a thoughtful review of the recent history of music education and an overview of its current state together with projections and questions about its future. Now that 2020 has arrived, and we are undertaking a similar review in this publication, it seems appropriate to consider once again what music education might look like ...
MEANING, SCOPE & FUNCTIONS OF PHILOSOPHY OF EDUCATION
Education, like philosophy is also closely related to human life. Therefore, being an important life activity education is also greatly influenced by philosophy. Various fields of philosophy like the political philosophy, social philosophy and economic philosophy have great influence on the various aspects of education like educational ...
The Need for a Paradigm Shift in Philosophy, Music and African …
contempor ary music and achieving the task of balance between music education and community’ music in Afr i-ca. It is the search for a philosophy of music education for Africa and the determination of the content of the search. This is a trilological task for Institutes of African Studies, Music and Philosophy Departments. To have
Modes of Teaching and Learning of Indigenous Music Using …
well with the premises of Elliott’s philosophy, namely, that 1) music education depends on the nature of music, and 2) the ... paraxial music education” since Africans have always been actively involved in music making instead of “non-participatory auditory encounters with music”. Furthermore, Nzewi elaborates that Praxialism allows for ...
Doctor of Philosophy in Music Education - catalog.ku.edu
of courses MEMT 812 Research in Music Education or its equivalent and Music Therapy and MEMT 920 Doctoral Seminar in Music Education and Music Therapy. Examinations The student must pass two (2) examinations, the oral comprehensive examination and the doctoral final examination. The music education and music therapy Ph.D. handbook is available
Music Matters: A Philosophical Foundation for a Sociology of Music ...
Implications for Music Education Practice I focus on three areas of music education and explore the implications of Music Matters for each one. They are: music teacher education, music in classrooms, and the relationship of school and community music. Music Teacher Education If this praxial philosophy is to move beyond the pages of Music Matters,
The ConCepT of ‘Bildung’ - JSTOR
88 philosophy of music education review, 18:1 ity, as represented by, for instance, J. W. Goethe, and by exposing oneself to the enlightened values of the cultural heritage. Here the objective—the product—is central. Plenty of examples from this line of thinking can be found in our day and
Music Education as Global Education: A Developmental Approach
grounded by a praxial philosophy of music education, which stresses the ways in which “people are at the core of all musical transactions” (Elliott and Silverman 2015, 1). Elliott and Silverman (2015) state, “For music to exist, people must first enact music. No persons, no music” (86).
Reflections on Futures for Music Education Philosophy - JSTOR
MUSIC EDUCATION PHILOSOPHY ESTELLE R. JORGENSEN Indiana University In 1990, when I convened the first International Symposium for the Philosophy of Music Education at Bloomington, Indiana, there was one dominant philoso-phy of music education in the United States and another was about to make its appearance.
Why Chinese people play Western classical music: Transcultural …
China, Confucius, music education, philosophy, Western classical music Introduction To go to the very root of our feelings and know the changes which they undergo is the province of music.
Doctor of Philosophy: Music Education
Acceptance into the Doctor of Philosophy in Music Education To be considered for admission to the PhD in Music Education, applicants must meet the following minimum requirements: 1. Hold Bachelor’s and Master’s degrees in music from accredited institutions. 2. Have a cumulative grade point average of 3.0 in all previous collegiate work.
Teaching What's Dangerous: Ethical Practice in Music Education
health should put music at the center of education. But not just any music; the right music, since some of it is good (i.e., civilized) and some of it is bad.3 If the music of Bach and Beethoven is civilized, hence good, what sort of music would be bad? For Bloom, that would be rock music, which has "one appeal only, a barbaric appeal, to sexual
Language Literacy and Music Literacy - JSTOR
30 Philosophy of music education review, 18:1 dality is nested in restrictive or liberating attitudes and practices of a particular culture or subculture in which individuals participate (or not). Sartre noted that I am “the one who by a signboard forbids himself to walk on a flower bed or on
Doctor of Philosophy in Music Education (PhD) Description of ...
doctorate in the College of Music at UNT may, with the approval of the Music Education Faculty, receive favorable consideration for residency in the Music Education degree program. Each case will be handled individually upon request. Residence acquired at another university is not acceptable and is not transferable. During their residence, all
Formal and InFormal musIc EducatIonal PractIcEs - JSTOR
180 Philosophy of music education review, 19:2 even more than formal practices, informal practices, when intelligently applied, foster the capacity of a student to develop a self-identity with a distinct perspective on the world. But approaches that have fallen under the banner of “informal”
Master of Music: Music Education - University of Utah
MUSC 6720 History and Philosophy of Music Education 3 MUSC 6770 Research in Music Education 3 MUSC 6970 Thesis Research: Masters 6 Music Electives Choose three credits of graduate music courses 3 Music Education Electives Choose three courses from the following: 9 MUSC 6700 Advanced Choral Methods ...
Dewey’s Theory of Experience, Traumatic Memory, and Music Education
Dewey’s Theory of Experience, Traumatic Memory, and Music… 431 13 inuencedlearningencountersinunpredictableways:“Thequalityofanyexperiencehas
Open Research Online - Open University
Seeking a Philosophy of Music in Higher Education: the Case of Mid-Nineteenth Century Edinburgh Dr Rosemary Golding The Open University rosemary.golding@open.ac.uk Abstract In 1851-2 the Trustees of the Reid bequest at the University of Edinburgh undertook an investigation into music education.
A Realistic Philosophy of Music Education - SAGE Journals
A Realistic Philosophy of Music Education Created Date: 2/19/2016 10:55:56 AM ...
Adventist Philosophy of Music
person. Music requires serious study. Through understanding music, we learn how to refine and direct emotions, we find the sense of awe, inner harmony and calm that are part of personal bal-ance. At times music appears to bypass reason and com-municate directly with the feelings. It is therefore important that music education develop awareness
MUSIC EDUCATION THAT RESONATES - JSTOR
20 Jun 2013 · musical education that resonates with rather than shows require of students and teachers? Are there qualities of sound and the experience of listening that educa-tors can extrapolate to inform the philosophy and practice of music education? In this essay, I imagine a music education where sound—how it behaves and
Plato’s Philosophy of Education and the Common Core deba
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Reconstructing the History of Music Education from a Feminist …
98 Philosophy of Music Education Review primary sources, and different research methods could produce a comprehensive history of music education that includes the contributions of women and men, and the teaching of various ethnic groups that have influenced American school and community music.15 Challenging the Canon
Curriculum and assessment in music education:
Classroom music education in England takes as its premise the generalist education of all pupils in a class at the same time and that it is the place where all children and young people should have access to music education. This has been predicated in the past on the existence of a National Curriculum for music, however, this
Sample Teaching Statement (Music) McDougal Graduate Teaching …
ground, can improve his or her ability to listen to and understand a piece of music. In lectures, discussions, and assignments, I show that music responds to various modes of inquiry: analytic , hermeneutic, cultural, and historical; thus, students are equipped to explore the possibilities of each perspective and emboldened
My Music Education Philosophy Statement - Pacific University …
My music education philosophy also aligns with another American music education philosopher, Dr. Bennett Reimer (1932-2013) who emphasized a music education based on “perceptive listening” to develop a sensitivity to good aesthetics. To teach my students in all areas of music, I will balance musicking and listening, as I
The Bankruptcy of Aesthetic Autonomy: Music as a Social Praxis …
For many years, music education has followed the theory that it is rationalized in schools as aesthetic education. For many years, I have argued against this theory in numerous journal articles and books. The following is a light summary of my philosophy of music as a social praxis and form of agency.
‘BILDUNG’ AND MUSIC EDUCATION - JSTOR
192 philosop usi tio view 222 to achieve education.18 Moreover, the right to expression is also secured at the constitutional level.19 These rights are seen as a fundamental basis for Finnish education law, and the national curricula framework as well.20 “A broad educa- tion for all” is one of the main Finnish educational principles and is closely con-
Toward a 'Situated' View of the Aesthetic in Music Education
in Music Education MARGARET BARRETT Introduction Bennett Reimer's seminal text A Philosophy of Music Education has been de-scribed as marking "the culmination of the developmental period of the philosophy of aesthetic education" in music education.1 In this text and the subsequent revision published in 1989, Reimer argues that the central pur-
The Teaching Mode Reform of Piano Music Education
Piano Music Education; Teaching Mode; Educational Reform; Teaching Philosophy . Abstract: With the continuous development of China's socio-economic culture, it has driven the continuous progress and prosperity of China's cultural undertakings, and the development of society ... music education and teaching process, we should adhere to the ...
Theodore Gracyk and Andrew Kania, eds. - University of Victoria
Philosophy in Review XXXIII (2013), no. 5 374 Theodore Gracyk and Andrew Kania, eds. The Routledge Companion to Philosophy and Music. London and New York: Routledge 2011. 654 pages $225.00 (cloth ISBN 978–0–415–48603–3); $65.00 (paper ISBN 978–0–
The role of music in music education research: Reflections on …
Music education centres on the philosophy, theory, and study of individuals, music, society, and teaching and learning, and not least the relationship between these elements.
