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Musical Understanding
Musical Understanding is an outcome of the Symposium on Musical Understanding held in Victoria, BC on February 22-23, 2001. This collection of essays is not a typical report of proceedings. The book features chapters that examine musical understanding from a number of perspectives while addressing theoretical and practical considerations. The topics discussed by established teachers and teacher educators from Canada and the United States include: constructivism, multicultural music education, impact of cognition and culture, mind/body dualism, movement and music, and listening to music.
Creativity and Music Education
Seventeen contributors make a compelling case for including creativity as part of the music classroom, from kindergarten to teacher training courses. Practical solutions and time tested practices are provided.
Looking Forward
What challenges face Canadian music education in the coming decades? The happy convergence of a new millennium, the 40th Anniversary of the Canadian Music Educators' Association/l'Association Canadienne des Educateurs de Musique (in 1999), and ISME 2000 in Edmonton, prompted the CMEA/ACEM to initiate a national dialogue about the future of Canadian music education. Looking Forward, edited by two of Canada's leading scholars in music education, Betty Hanley and Brian A. Roberts, is the result. Addressing a broad range of topics and educational levels, the book provides a provocative and thoughtful look at opportunities and challenges identified by fourteen articulate and well-informed authors who represent diverse backgrounds and viewpoints. The dialogue has begun.
Critical Perspectives in Canadian Music Education
Music education in Canada is a vast enterprise that encompasses teaching and learning in thousands of public and private schools, community groups, and colleges and universities. It involves participants from infancy to the elderly in formal and informal settings. Nevertheless, as post-secondary faculties of music and programs are growing significantly, academic books and materials grounded in a Canadian perspective are scarce. This book attempts to fill that need by offering a collection of essays that look critically at various global issues in music education from a Canadian perspective. Topics range from a discussion of the roots of music education in Canada and analysis of music education practices across the country to perspectives on popular music, distance education, technology, gender, globalization, Indigenous traditions, and community music in music education. Foreword by composer R. Murray Schafer.
Questioning the Music Education Paradigm
Twenty-three contributors turn a critical lens on the dominant music education paradigm to examine how we teach, what we teach, for what we teach, what is expected of teachers and how we teach them, whom we should be teaching, and the very assumptions and structures of which we base our practice.
The Cambridge Companion to Women in Music since 1900
An overview of women's work in classical and popular music since 1900 as performers, composers, educators and music technologists.
Free Expression, Public Support, and Censorship
In this work, Canadian and American scholars, critics, government officials, and arts presenters discuss varied aspects of the role of government in the arts. The first section addresses general questions of government involvement in the arts in Canada and the U.S., and also presents a comparison of North American arts policy with governmental policy toward the arts in Western Europe. The second section examines government policies toward arts education and cultural exchange in Canada and the U.S. The final section examines the tensions that arise concerning free expression and censorship when the governments of Canada and the U.S. allocate funds to support particular artists, programs, or projects.
Personhood and Music Learning
Personhood and Music Learning edited by Susan O’Neill is a scholarly but accessible exploration of personal action and experience across diverse music learning contexts. It offers interesting and challenging insights into persons making meaning and connections with music—critical for understanding choices and decisions that impact people’s lives. Perspectives and narratives by 25 authors from around the world focus on: musicians, composers and conductors; music teaching and learning with children and adolescents; music education research and professional practice. This book aims to recast theories of personhood in relation to music learning, reassert the person into multiple narratives, and restore the centrality of personhood to music education theory, research and practice. Students and researchers internationally, as well as music educators in all areas of professional practice, will find in these pages thought-provoking ideas with profound implications for envisioning the future of music education.
An Approach to Jazz Piano
"This book is an attempt to address the techniques of piano playing as applied to the playing of jazz. It is also an attempt to address theoretical knowledge, and the application of coherent thinking when improvising jazz music. Many aspects of preparation are outlined, including scales, chords, chord symbols, chord/scale relationships, voicings, voice-leading, and the creation of melody."--Introduction.
