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Author: Heidi Westerlund Publisher: Springer Nature ISBN: 3030210294 Category : Education Languages : en Pages : 224
Book Description
This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importance of collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs.
Author: Heidi Westerlund Publisher: Springer Nature ISBN: 3030210294 Category : Education Languages : en Pages : 224
Book Description
This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importance of collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs.
Author: Donald L. Hamann Publisher: Oxford University Press ISBN: 0190245085 Category : Music Languages : en Pages : 457
Book Description
New music teachers often struggle to find a way to connect the content learned in college classes with the content that will be taught in the classroom, since the nature of their work demands a high level of both musical and educational ability, while also the skills to switch from tuning an orchestra to leading a marching band or practicing voice parts with a chorus. Becoming a Music Teacher: Student to Practitioner focuses on making the connections between the college music classroom and public school music classroom transparent, visible, and relevant. Award-winning music educators Donald L. Hamann and Shelly Cooper have created a versatile text for music teacher education, and one that will provide a significant resource for music education students across the US. Based around an innovative organization and approach, Becoming a Music Teacher is made up of 40 short modules that focus on increasing a teacher's comfort and confidence level when instructing or leading groups. Each module is broken down into four individual components that demonstrate real life transfers from classes to classroom through the components of Personal Awareness, Personal Musicianship, Pre-Conducting, and Professional Knowledge. The Personal Awareness component gives a lesson on good teaching skills by focusing on body awareness, body language, and communication styles rather than abstract theories of education. Personal Musicianship provides a guided learning approach to teaching sight-singing and opportunities to create both vocal and instrumental accompaniments with the songs that are included in the modules. Pre-conducting discusses ways in which certain gestures or concepts could be used in rehearsing a school ensemble through the development of hand/arm independence, posture, and gestures. Professional knowledge links the module to the real world and places it in the context of the workplace, offering advice on how to work with other teachers and administrators, and includes characteristics of successful teachers, the role of schools in contemporary society, and diverse learners. When taken together, these components help the student develop a genuinely rounded skill set for the classroom. The lessons are activity-based and interactive, allowing readers to experiment, communicate, and provide feedback. The modules are also flexible and have been designed to be easily integrated into a music education classroom and applied to specific age groups, includingadult learners, a demographic many music education students encounter but one rarely discussed in music education classrooms. Each module stands alone, allowing instructors to customize their lesson plans by selecting or highlighting the modules most relevant to their class. This text also includes exercises that promote reflection on professionalism, collegiality, and legal factors that affect both students and teachers, not found in most education texts.
Author: Steve Holley Publisher: McLemore Ave Music ISBN: 173397072X Category : Education Languages : en Pages : 208
Book Description
As music educators continue to explore various ways of learning and teaching popular music, recognizing and understanding a blend of traditional and non-traditional pedagogies that engage teachers and learners in authentic practices is of vital importance. To meet this emerging need, Action-based Approaches in Popular Music Education delves into the practices and philosophies of 26 experienced music educators who understand both the how and the why of popular music education. This edited collection represents the variety, the diversity, and the multiplicity of ideas and approaches to the teaching and learning of popular music. It’s these actionable approaches, practices, applications, lessons, and ideas that will enable music educators to understand how to better incorporate popular music into their teaching. This book is not an antidote to the lack of uniformity in popular music education – it is a celebration of it.
Author: Colleen Conway Publisher: Oxford University Press, USA ISBN: 0190671408 Category : Music Languages : en Pages : 980
Book Description
The Oxford Handbook of Preservice Music Teacher Education in the United States identifies the critical need for increased cultural engagement in Pre-K-12 music education. Collectively, the handbook's 56 contributors argue that music education benefits all students only if educators activelywork to broaden diversity in the profession and consistently include diverse learning strategies, experiences, and perspectives in the classroom. In this handbook, contributors encourage music education faculty, researchers, and graduate students to take up that challenge.Throughout the handbook, contributors provide a look at ways music teacher educators prepare teachers to enter the music education profession and offer suggestions for ways in which preservice teachers can advocate for and adapt to changes in contemporary school settings. For example, educators canexpand the types of music groups offered to students, from choir to jazz ensemble. Building upon students' available resources, contributors use research-based approaches to identify the ways in which educational methods and practices must transform in order to successfully challenge existing musiceducation boundaries.
Author: Pamela Burnard Publisher: Routledge ISBN: 131707534X Category : Music Languages : en Pages : 238
Book Description
The complexity of the various forms of knowledge and practices that are encountered by teachers, university lecturers, teacher trainers, student teachers, policy makers and researchers, demands careful thought and reflection. Professional Knowledge in Music Teacher Education focuses on how knowledge is understood, what theories are held and the related assumptions that are made about teachers and learners, as well as how theory and practice can be understood, with useful and imaginative connections made between the two in music teacher education. Internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around knowledge, practice, professionalism, and learning and teaching in music as well as considering how all these elements are influenced by economic, cultural and social forces. The book demonstrates how research can inform pedagogical approaches in music teacher education; methods, courses and field experiences, and prepare teachers for diverse learners from a range of educational settings. The book will appeal to those interested in the development of appropriate professional knowledge and pedagogic practices in music teacher education.
Author: Constance L. McKoy Publisher: Taylor & Francis ISBN: 1000646319 Category : Education Languages : en Pages : 182
Book Description
Culturally Responsive Teaching in Music Education: From Understanding to Application, Second Edition, presents teaching methods that are responsive to how different culturally specific knowledge bases impact learning. It offers a pedagogy that recognizes the importance of including students’ cultural references in all aspects of learning. Designed as a resource for teachers of undergraduate and graduate music education courses, the book provides examples in the context of music education, with theories presented in Part I and a review of teaching applications in Part II. Culturally Responsive Teaching in Music Education is an effort to answer the question: How can I teach music to my students in a way that is culturally responsive? This book serves several purposes, by: Providing practical examples of transferring theory into practice in music education. Illustrating culturally responsive pedagogy within the classroom. Demonstrating the connection of culturally responsive teaching to the school and larger community. This Second Edition has been updated and revised to incorporate recent research on teaching music from a culturally responsive lens, new data on demographics, and scholarship on calls for change in the music curriculum. It also incorporates an array of new perspectives from music educators, administrators, and pre-service teachers—drawn from different geographic regions—while addressing the impact of the Covid-19 pandemic and the 2020 social justice protests.
Author: Richard Colwell Publisher: Prentice Hall ISBN: Category : Music Languages : en Pages : 200
Book Description
Appropriate as a supplemental text for all music education methods courses and a core text in music education curriculum. This text is intended to assist preservice and experienced teachers make thoughtful decisions regarding music teaching and learning that are essential to effective practice. It emphasizes contextual issues as well as matters specifically pertinent to the teaching of music in all school settings, and it provides the structural knowledge and seminal questions that need to be addressed in making good choices about what and how to teach in music.
Author: J.L. Aróstegui Publisher: Springer Science & Business Media ISBN: 9460915035 Category : Education Languages : en Pages : 229
Book Description
Educating Music Teachers for the 21st Century discusses a range of teacher education programmes in music across Europe and Latin America reflecting about the shifting conditions, causes and factors in which pre-service teachers construct their musical and educational knowledge. It presents seven case studies carried out in Argentina, Brazil, Mexico, Portugal, Spain, and Sweden in order to understand the general and specific elements of new thinking in music education, and the ways these relate to the profound changes all of these countries are experiencing, within the era of cultural globalisation. In this way, this book does not only analyse specific programmes but also seeks to explore a range of issues relating to the education of music teachers that is of interest both to scholars working within music education and music teacher training, and to a wider educational audience of readers interested in such topics as changing youth cultures, globalisation, educational evaluation and teacher education.
Author: Heidi Westerlund
Author: Heidi Westerlund
Author: Donald L. Hamann
Author: Scott Edgar
Author: Steve Holley
Author: Colleen Conway
Author: Pamela Burnard
Author: Constance L. McKoy
Author: R. Murray Schafer
Author: Richard Colwell
Author: J.L. Aróstegui