Debates in Music Teaching encourages student and practising teachers to engage with contemporary issues and developments in music education. It introduces the central concepts and practices that have influenced the major interventions and initiatives in music teaching, and supports you as you develop a critical approach and new ways of looking at ideas.
Debates in Music Teaching encourages student and practising teachers to engage with contemporary issues and developments in music education. It introduces the central concepts and practices that have influenced the major interventions and initiatives in music teaching, and supports you as you develop a critical approach and new ways of looking at ideas.
Chris Philpott is Dean of the School of Education and Reader in Music Education, University of Greenwich, UK. Gary Spruce is Senior Lecturer in Education with responsibility for Music ITT, Open University, UK, and presently co-editor of The British Journal of Music Education.
Inhaltsangabe
Philosophical, Sociological and Psychological Foundations 1. What can reflective teachers learn from philosophies of music education? From Personal Philosophy to Critical Cultural Readership 2. Policy and Practice in Music Education: A Sociological Perspective 3. Creativity, Culture and the Practice of Music Education 4. The Justification for Music in the Curriculum: Music Can be Bad for You 5. What is Musical Development and Can Education Make a Difference? Political Perspectives 6. Music Education and Social Justice: Towards a Radical Political History and Vision 7. The National Curriculum as Manifest Destiny 8. Musical Ideologies, Practices and Pedagogies: Addressing Pupil Alienation through a Praxial Approach to the Music Curriculum The Pedagogy of Music 9. Integrity and Autonomy for Music in a Creative and Cross-Curriculum 10. Assessment for Self Directed Learning in Music Education 11. Those Who Can - Play; Those Who Can't - Use Music Tech? How Can Teachers Knock Down the Walls Between Music and Music Technology? 12. Musical Knowledge, Critical Conscious and Critical Thinking 13. Music 14-19: Choices, Challenges, and Opportunities 14. Partnerships in Music Education: So - Who is the Teacher? Professional Development 15. Teachers and Pupils as Researchers: Methods for Researching School Music 16. Professional Development and Music Education
Philosophical, Sociological and Psychological Foundations 1. What can reflective teachers learn from philosophies of music education? From Personal Philosophy to Critical Cultural Readership 2. Policy and Practice in Music Education: A Sociological Perspective 3. Creativity, Culture and the Practice of Music Education 4. The Justification for Music in the Curriculum: Music Can be Bad for You 5. What is Musical Development and Can Education Make a Difference? Political Perspectives 6. Music Education and Social Justice: Towards a Radical Political History and Vision 7. The National Curriculum as Manifest Destiny 8. Musical Ideologies, Practices and Pedagogies: Addressing Pupil Alienation through a Praxial Approach to the Music Curriculum The Pedagogy of Music 9. Integrity and Autonomy for Music in a Creative and Cross-Curriculum 10. Assessment for Self Directed Learning in Music Education 11. Those Who Can - Play; Those Who Can't - Use Music Tech? How Can Teachers Knock Down the Walls Between Music and Music Technology? 12. Musical Knowledge, Critical Conscious and Critical Thinking 13. Music 14-19: Choices, Challenges, and Opportunities 14. Partnerships in Music Education: So - Who is the Teacher? Professional Development 15. Teachers and Pupils as Researchers: Methods for Researching School Music 16. Professional Development and Music Education
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