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Music Education in Theory and Practice
This work suggests methods and procedures in the teaching of music for children and young people. It presents the music curriculum as a range of meaningful and ordered experiences concerned with the promotion of an understanding of music's traditions and evolution.
School Subject Teaching
Covering each of the core curriculum areas in turn, this is a reference on school subject teaching. The authors assess the development of teaching within each subject area since the 1944 Education Act up to the year 2000. Future challenges are also explored.
Issues in Music Teaching
Issues in Music Teaching stimulates critical reflection on a range of topics related to the teaching and learning of music in both the primary and secondary school, including: the place of music in the curriculum the nature of music and music education ICT and music education music education and individual needs continuity and progression in music education The book prompts the reader to be analytical and critical of theory and practice, and to become an autonomous professional and curriculum developer.
Music, Gender, Education
This book focuses on the role of education in relation to music and gender. Invoking a concept of musical patriarchy and a theory of the social construction musical meanings, Lucy Green shows how women's musical practices and gendered musical meanings have been reproduced, hand in hand, through history. Covering a wide range of music, including classical, jazz and popular styles, Dr Green uses ethnographic methods to convey the everyday interactions and experiences of girls, boys, and their teachers. She views the contemporary school music classroom as a microcosm of the wider society, and reveals the participation of music education in the continued production and reproduction of gendered musical practices and meanings.
Against the Flow
This book calls for education to become an end in itself, as opposed to the means to an end, and for a place to be found in contemporary education for the spiritual, the aesthetic and the ethical.
How Popular Musicians Learn
Popular musicians acquire some or all of their skills and knowledge informally, outside school or university, and with little help from trained instrumental teachers. How do they go about this process? Despite the fact that popular music has recently entered formal music education, we have as yet a limited understanding of the learning practices adopted by its musicians. Nor do we know why so many popular musicians in the past turned away from music education, or how young popular musicians today are responding to it. Drawing on a series of interviews with musicians aged between fifteen and fifty, Lucy Green explores the nature of pop musicians' informal learning practices, attitudes and val...
Push
Push: Software Design and the Cultural Politics of Music Production shows how changes in the design of music software in the first decades of the twenty-first century shaped the production techniques and performance practices of artists working across media, from hip-hop and electronic dance music to video games and mobile apps. Emerging alongside developments in digital music distribution such as peer-to-peer file sharing and the MP3 format, digital audio workstations like FL Studio and Ableton Live introduced design affordances that encouraged rapid music creation workflows through flashy, user-friendly interfaces. Meanwhile, software such as Avid's Pro Tools attempted to protect its statu...
Musical Creativity: Insights from Music Education Research
How do we develop musical creativity? How is musical creativity nurtured in collaborative improvisation? How is it used as a communicative tool in music therapy? This comprehensive volume offers new research on these questions by an international team of experts from the fields of music education, music psychology and music therapy. The book celebrates the rich diversity of ways in which learners of all ages develop and use musical creativity. Contributions focus broadly on the composition/improvisation process, considering its conceptualization and practices in a number of contexts. The authors examine how musical creativity can be fostered in formal settings, drawing examples from primary and secondary schools, studio, conservatoire and university settings, as well as specialist music schools and music therapy sessions. These essays will inspire readers to think deeply about musical creativity and its development. The book will be of crucial interest to music educators, policy makers, researchers and students, as it draws on applied research from across the globe, promoting coherent and symbiotic links between education, music and psychology research.
Film And Television In Education
First published in 1990. The aim of the series is to define and defend a comprehensive aesthetic, both theoretical and practical for the teaching of the arts. There can be little doubt that of the six great arts which the Library of Aesthetic Education is committed to defending and defining, film has been the most ignored in the curriculum of our schools. There is a grand irony in this for film is not only the one unique art form developed in our own century but also the most unequivocally popular. Film was envisaged as part of a system of communications which had to be decoded in terms of ideology and contextualized in terms of power and control. Robert Watson’s Film and Television in Education with its telling subtitle An Aesthetic Approach to the Moving Image sets out to remedy the neglect.
