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ERIC Number: ED532909
Record Type: Non-Journal
Publication Date: 2012-May-18
Pages: 272
Abstractor: ERIC
ISBN: ISBN-978-0-4155-9761-6
Debates in Music Teaching. The Debates in Subject Teaching Series
Philpott, Chris, Ed.; Spruce, Gary, Ed.
Routledge, Taylor & Francis Group
"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: (1) the justification for music in the school curriculum; (2) partnerships in music education and the identity of the music teacher; (3) technology and conceptions of musicianship; (4) social justice and music education; (5) the place of diverse musical genres and traditions in the music curriculum; (6) critical thinking and music education; (7) autonomy and integrity for music in cross-curricular work; and (8) 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. This book contains four parts. Part I, Philosophical, Sociological and Psychological Foundations, contains: (1) What can reflective teachers learn from philosophies of music education? From Personal Philosophy to Critical Cultural Readership (Heidi Westerlund); (2) Policy and Practice in Music Education: A Sociological Perspective (Ruth Wright); (3) Creativity, Culture and the Practice of Music Education (John Finney); (4) The Justification for Music in the Curriculum: Music Can be Bad for You (Chris Philpott); and (5) What is Musical Development and Can Education Make a Difference? (Keith Swanwick). Part 2, Political Perspectives, contains: (6) Music Education and Social Justice: Towards a Radical Political History and Vision (Paul Woodford); (7) The National Curriculum as Manifest Destiny (Cathy Benedict and Patrick Schmidt); and (8) Musical Ideologies, Practices and Pedagogies: Addressing Pupil Alienation through a Praxial Approach to the Music Curriculum (Gary Spruce with Francesca Matthews). Part 3, The Pedagogy of Music, contains: (9) Integrity and Autonomy for Music in a Creative and Cross-Curriculum (Jonathan Barnes); (10) Assessment for Self Directed Learning in Music Education (Chris Philpott); (11) Those Who Can--Play; Those Who Can't--Use Music Tech? How Can Teachers Knock Down the Walls Between Music and Music Technology? (Jonathan Savage); (12) Musical Knowledge, Critical Conscious and Critical Thinking (Gary Spruce); (13) Music 14-19: Choices, Challenges, and Opportunities (Keith Evans); and (14) Partnerships in Music Education: So--Who is the Teacher? (Katherine Zeserson). Part 4, Professional Development, contains: (15) Teachers and Pupils as Researchers: Methods for Researching School Music (Tim Cain and Pamela Burnard); and (16) Professional Development and Music Education (Vanessa Young).
Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail:; Web site:
Publication Type: Books; Collected Works - General
Education Level: Elementary Secondary Education
Audience: Students; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A