Critical issues in music education : contemporary theory and practice / compiled by Harold F. Abeles and Lori A. Custodero.
Contributor(s): Abeles, Harold F [editor]
| Custodero, Lori A [editor].
Material type: 
BookPublisher: Oxford ; New York : Oxford University Press, [2010]Description: xii, 356 pages : illustrations ; 25 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9780195388152 (hardback).Subject(s): Music -- Instruction and studyDDC classification: 780.71 | Item type | Current library | Call number | Copy number | Status | Barcode | |
|---|---|---|---|---|---|---|
| General lending | MTU Cork School of Music Library Lending | 780.71 (Browse shelf(Opens below)) | Available | 00204294 | ||
| General lending | MTU Cork School of Music Library Lending | 780.71 (Browse shelf(Opens below)) | Available | 00204283 | ||
| General lending | MTU Cork School of Music Library Store | 780.71 (Browse shelf(Opens below)) | 1 | Available | 00164082 |
Enhanced descriptions from Syndetics:
An examination of critical issues that links theory and practice from educators at the highly regarded Teachers College.This edited volume is designed primarily as an introductory graduate text or capstone undergraduate text for music education students, providing an in-depth examination of critical issues for early-career music educators. Most undergraduate music teacher education focuses on developing the skills and understandings necessary to become a practitioner; this text, however, links theory to teaching practice and offers a variety of perspectives to give music teachers the comprehensive grounding they need to become leaders in the field. Rather than focusing on answers to "what to do" questions, Critical Issues in Music Education focuses on "why" questions through examining underpinnings for the field and encouraging teacher inquiry.Each of the eight contributing authors has unique expertise and experience as a practicing music teacher and music teacher educator, yet the authors share a common background - each is either a faculty member or a graduate of Teachers College, Columbia University. Consequently, the text is grounded in current educational theory and practice, informed by the authors' work in the field with both music teachers and P-12 students, and linked by a commitment to progressive education. The authors include discussion starters, project ideas, and suggested readings at the end of each chapter. Offering contemporary perspectives on music education, Critical Issues in Music Education provides a foundation for understanding the complexities, challenges, and rewards of music teaching across diverse contexts.
Bibliography: (pages 321-350) and index.
The historical contexts of music education / Harold F. Abeles -- Music as sociocultural phenomenon: interactions with music education / Roberta Lamb -- Philosophical perspectives of music education / Randall Everett Allsup -- Meaning and experience: the musical learner / Lori A. Custodero -- The learner in community / Patricia A. St. John -- Music learning and musical development / Lori A. Custodero -- Curriculum / Cathy Benedict -- Assessing music learning / Harold F. Abeles -- Methods and approaches / Cathy Benedict -- Choosing music literature / Randall Everett Allsup -- Music education technology / James Frankel -- Issues facing music teacher education in the 21st century: developing leaders in the field / Colleen Conway -- The inquiring music teacher / Harold F. Abeles and Colleen Conway -- Framing a professional life: music teacher development through collaboration and leadership / Harold F. Abeles, Colleen Conway and Lori A. Custodero.
Table of contents provided by Syndetics
- Preface (p. ix)
- Contributors (p. xi)
- Chapter 1 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)
- Chapter 2 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)
- Chapter 3 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)
- Chapter 4 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)
- Chapter 5 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)
- Chapter 6 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)
- Chapter 7 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)
- Chapter 8 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)
- Chapter 9 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)
- Chapter 10 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)
- Chapter 11 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)
- Chapter 12 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)
- Chapter 13 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)
- Chapter 14 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)
Author notes provided by Syndetics
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.