Debates in Music Teaching

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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:

  • the justification for music in the school curriculum

  • partnerships in music education and the identity of the music teacher

  • technology and conceptions of musicianship

  • social justice and music education

  • the place of diverse musical genres and traditions in the music curriculum

  • critical thinking and music education

  • autonomy and integrity for music in cross-curricular work

  • 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.

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Product Details

  • ISBN-13: 9780415597623
  • Publisher: Taylor & Francis
  • Publication date: 6/29/2012
  • Series: Debates in Subject Teaching Series
  • Edition description: New Edition
  • Pages: 288
  • Product dimensions: 6.14 (w) x 9.21 (h) x 0.60 (d)

Meet the Author

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.

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Table of Contents

Philosophical, Sociological and Psychological Foundations

  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
  5. What is Musical Development and Can Education Make a Difference? Keith Swanwick
  6. Political Perspectives

  7. Music Education and Social Justice: Towards a Radical Political History and Vision. Paul Woodford
  8. The National Curriculum as Manifest Destiny. Cathy Benedict and Patrick Schmidt
  9. Musical Ideologies, Practices and Pedagogies: Addressing Pupil Alienation through a Praxial Approach to the Music Curriculum. Gary Spruce with Francesca Matthews
  10. The Pedagogy of Music

  11. Integrity and Autonomy for Music in a Creative and Cross-Curriculum. Jonathan Barnes
  12. Assessment for Self Directed Learning in Music Education. Chris Philpott
  13. 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
  14. Musical Knowledge, Critical Conscious and Critical Thinking. Gary Spruce
  15. Music 14-19: Choices, Challenges, and Opportunities. Keith Evans
  16. Partnerships in Music Education: So - Who is the Teacher? Katherine Zeserson
  17. Professional Development

  18. Teachers and Pupils as Researchers: Methods for Researching School Music. Tim Cain and Pamela Burnard
  19. Professional Development and Music Education. Vanessa Young
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